Page 9 - Mainstreamer Volume 1, Issue 4, November 2023

NEED FOR INCLUSIVITY

the challenges of higher education. The digital
environment can also lead to issues related to
focus, concentration and psychological stress, with
the specific needs of SWD varying depending on
their type of disability. Physically impaired students
encounter architectural and infrastructural
barriers, affecting their mobility. Ensuring that
digital environments comply with the Universal
Design for Digital Environments (UDDE) is crucial,
as it enables full engagement in the digital world.
Visually impaired students require tools and
software, such as screen readers, screen magnifiers
and braille devices, to access digital information
effectively. Deaf students face challenges accessing
sign language interpretation services in online
activities, particularly with the increasing use of
online videos as supplementary materials.

In conclusion, Malaysia is committed to
fostering inclusive education in the digital age.
Addressing the digital divide faced by vulnerable
groups, especially SWD in HEIs, is imperative
to achieve this goal. MoHE and HEIs must take
substantial steps to ensure that PWD are not
left behind in the digital transformation era. By
working collaboratively to create a more inclusive
and accessible digital education system, Malaysia
can align with the Sustainable Development Goals
(SDGs) and ensure that no one is excluded from
the benefits of digitalisation.

The author has actively participated in numerous research
endeavours focusing on addressing and understanding
various aspects of disability issues, resulting in the
publication of indexed journals, thereby contributing
significantly to the existing body of literature. Dr. Alias
has a profound passion in raising awareness about
disabilities, and sharing knowledge and insights with a
broader audience.

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