Abstract
All diverse students need digital accessibility for them to be enabled meaningful learning in the present digital era in the African higher education at large, and in South African context specifically. It is while digital accessibility is a pressing need for all students that it is more urgent for students with disabilities. It is because they are always excluded from learning by alternative means of learning, even including the digital one during COVID-19. Using the desktop review method and informed by specific concepts from the Universal Design for Learning, combined with a principle of Ubuntu of respecting humanity in its diversity, the paper evaluated a specific digital technology, known as Blackboard Ally, specifically utilised by an institution of higher education in South Africa. The evaluation pertained to how it contributed to digital accessibility by students with disabilities and how it enabled them to learn like their able-bodied counterparts. The finding was that the specific digital tool and technology contributed to digital accessibility that enabled students with disabilities to learn. However, there was still lack of effective implementation and effective use of the specific digital technology by both students with disabilities and the academics who used it as a medium of interaction with the students they taught. Besides, the context of digitilisation within which the digital tool and technology was used did not fully support its full effectiveness. The argument for the paper is that though the specific digital technology contributed to digital accessibility by students with disabilities, and enabled them access to learning, a conducive digital landscape, that would allow for the full implementation for the respective technology was a necessity if students with disabilities were to be fully enabled to learn at the institution. As way forward, more training and improving of the digital landscape was necessary not only at the