The focus of this paper is the design of technology products and services for disabled students in higher education. It analyses the perspectives of disabled students studying in the US, the UK, Germany, Israel and Canada, regarding their experiences of using technologies to support their learning. The students shared how the functionality of the technologies supported them to study and enabled them to achieve their academic potential. Despite these positive outcomes, the students also reported difficulties associated with: i) the design of the technologies, ii) a lack of technology know-how and iii) a lack of social capital. When identifying potential solutions to these difficulties the disabled students imagined both preferable and possible futures where faculty, higher education institutions, researchers and technology companies are challenged to push the boundaries of their current design practices.

本文的重点是为高等教育中的残疾学生设计技术产品和服务。它分析了在美国，英国，德国，以色列和加拿大学习的残障学生在使用技术支持其学习方面的观点。学生们分享了技术的功能如何支持他们学习并使其发挥自己的学术潜力。尽管取得了这些积极的成果，但学生们还报告了与以下方面有关的困难：i）技术设计，ii）缺乏技术知识，以及iii）缺乏社会资本。在确定解决这些困难的潜在方法时，残障学生设想了教师，高等教育机构，