The main objective of this project was to scope the literature on technology use by post-secondary students with different disabilities with the intent of capturing how issues of privilege, marginalization and intersectionality impact their use of AT. Specifically, we examined the following questions:

1. Are there intersections of marginalized identity among students with disabilities that uniquely affect and are uniquely affected by using AT?
2. To what extent do developers of technologies report engaging people with disabilities in design and development (i.e., in participatory research)?
3. What gaps or unaddressed issues exist in the literature on these themes?
4. Are there design features that could mitigate feelings of marginalization?
5. Do specific types of AT privilege certain classes of users more than others?