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Digital technologies play a vital role in teaching and learning in Australia, particularly in higher education. The availability of these technologies, platforms and devices increase the likelihood that students with disability will complete their degrees, but only if they are made accessible and available. Many universities’ approach to supporting students with disability requires that they seek out support from the disability office. We argue this is not a truly inclusive digital teaching and learning strategy. This chapter explores the potential for a universal approach to technological support to improve the higher education experience for students with disability as espoused by the United Nations Convention on the Rights of Persons with Disability. Following the human rights model of disability we argue that a universal approach is key to understanding access to education as a fundamental human right, without discrimination. We draw upon findings from a recent project to explore in greater detail how students with disability engage with information and communication technologies (ICT), both at home and at university, and with regard to both mainstream ICT and ICT designed for one or more particular disabilities. The project was funded by Curtin University’s Centre for Teaching and Learning.
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