Technology is ubiquitous and comes in many forms, including laptops, smart phones, smart glasses, smart watches, and other emerging sophisticated devices that may or may not use generative artificial intelligence (GenAI). Students with and without disabilities might use technology in the classroom or lab, or when completing assignments and other assessments. For a variety of reasons, some instructors consider restricting or completely banning students' use of technology in the classroom. This teaching tip explains how technology restrictions can unintentionally create barriers for students with disabilities. A companion teaching tip focuses on alternatives to technology restrictions in courses and labs (see Technology Restrictions in Courses: Recommendations for Implementation and Alternative Approaches).
Technology restrictions in teaching and assessment
Instructors may consider restricting classroom technology for a range of reasons, including concerns about distraction, academic integrity, or the use of GenAI. Examples of restrictions include having in-person handwritten tests and not allowing students to use laptops during in-class discussions. Technology restrictions require some students with disabilities to seek exceptions to the restriction through the academic accommodation process.
Technology restrictions can create barriers for students with disabilities
Technology restrictions are not neutral; when technology is restricted, access may be restricted as well. For many students with disabilities, technology is not a convenience but a primary means of access. Students may rely on technology to read, write, communicate, focus, regulate, participate in class, and/or monitor or manage a health condition. As a result, technology restrictions can prevent students from meaningfully accessing and participating in learning and, in some cases, can create health and safety risks.
Technology restrictions can shift the responsibility of access onto students with disabilities. Requiring exceptions to a technology ban means that disabled students must request permission to use the tools that they need for their learning. Compelling students to seek formal accommodations through AccessAbility Services (AAS) solely to avoid a tech restriction might pressure students to disclose a disability that they would otherwise not have chosen to disclose. It also increases the administrative load for AAS staff, instructors, and students and could result in delays in receiving accommodations.
Students who need to use technology because of a disability may become visibly identifiable as “exceptions” and may be subject to increased stigma, scrutiny, and pressure to disclose personal information. As a result, students can feel discouraged from requesting or using needed supports. While not all accommodations are invisible, avoidable outing and stigma undermine the Human Rights principles of dignity and confidentiality that underpin accommodation practices (see Student Academic Accommodation Guidelines).
Technology restrictions can pose a compliance risk
Academic accommodations must be implemented in compliance with policy. Restricting, or even discouraging, students’ use of technology can prevent students from seeking or using approved accommodations and unintentionally cause non-compliance with Student Academic Accommodation Guidelines and related legislation.
Conclusion
Technology restrictions intended to support learning can unintentionally create access, participation, and learning barriers for students with disabilities. The companion teaching tip, Technology Restrictions in Courses: Recommendations for Implementation and Alternative Approaches, provides next steps.
Resources
- Accessible Teaching website (UW)
- Dismantling Ableism (UW Campus Accessibility)
- Information for Faculty and staff (UW AccessAbility Services)
- Teaching tips:
References
Special thanks to Jennifer Gillies, Associate Provost, Campus Support and Accessibility, for contributions to this teaching tip.