The role of high-speed internet in supporting students with disabilities
August 26, 2025
The role of connectivity and high-speed internet in supporting students with disabilities
CAPE TOWN, SOUTH AFRICA, August 2025
For students with disabilities, mainstream colleges and universities present a myriad of challenges. However, when given the right tools like high-speed internet access, these hurdles can be overcome.
High-speed connectivity unlocks doors that were once firmly closed to students with disabilities, providing access to inclusive education, assistive technologies, and flexible learning environments tailored to their needs. This is particularly impactful in the Technical and Vocational Education and Training (TVET) college environment.
What rights do students with disabilities have?
According to the Department of Higher Education and Training, the South African Constitution states that “everyone has the right to further education, which the state, through reasonable measures, must make progressively available and accessible”.
“Everyone has the right to further education, which the state, through reasonable measures, must make progressively available and accessible.”
TVET colleges follow the guidelines set out in the Continuing Education and Training Act of 2006. In accordance with this act, TVET Colleges must admit learners of all ages that are seeking education, and “offer the necessary support to all students regardless of their disabilities”.
By offering broadband connectivity, TVET colleges can offer a number of solutions for students with disabilities, specifically when it comes to assistive technology.
What is assistive technology?
Assistive technology refers to tools designed to help people with disabilities perform tasks that might otherwise be difficult or impossible. In a Springer Nature Link article discussing the role of assistive technologies in the inclusion of students with disabilities, it was found that 28.57% of students in a survey group used Web 2.0 as their main source of assistive technology. Web 2.0 refers to the interactive, user-driven phase of internet usage that emerged in the early 2000s.
“28.57% of students in a survey group used Web 2.0 as their main source of assistive technology.”
Web-based lectures via video conferencing allow students with mobility issues the opportunity to cut down on some of the travel needed to attend in-person lectures. In this scenario, both the college and the student can benefit from a reliable internet connection.
It’s not only web-based learning that relies on a high-speed connection. For example, screen readers and text-to-speech tools that allow visually impaired students to access information rely heavily on internet connections that don’t delay page downloads.
Case study: False Bay TVET College
False Bay TVET College offers alternative methods of teaching and training, including part-time classes and distance learning options. Inclusive education is something that the college prides itself on, falling in line with its core ethos of “valuing diversity”.
The college supports students with sensory disabilities like mild hearing impairment and blindness, mental health conditions and learning disabilities. Occupational Therapists at the college help students to determine the suitability of a specific programme to their disability.
‘’FBC students with disabilities succeed in their studies and graduate as qualified professionals alongside their peers, ready to add value to the working world,’’ says Judith De Jager and she emphasises that ‘’All FBC graduates are placed according to their qualification and most of our graduates with disabilities can enter open labour market work placements.’’
The college is connected through SABEN’s national broadband network, unlocking fast, reliable internet for students and staff. Graduates leave with world-class skills and confidence to enter the workforce that powers South Africa.