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Cited by 240Assistive Technology in Communication and MobilityEducational Technology in LearningDisability Education and Employment

Assistive technology for the inclusion of students with disabilities: a systematic review

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Fernández-Batanero, José María, Montenegro-Rueda, Marta, Fernández-Cerero, José, García-Martínez, Inmaculada·2022·Educational technology research and development
DOI 10.1007/s11423-022-10127-7
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Abstract

The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become increasingly widespread in education. The main objective of this paper focuses on conducting a systematic review of studies regarding the impact of Assistive Technology for the inclusion of students with disabilities. In order to achieve the above, a review of relevant empirical studies published between 2009 and 2020 in four databases (Web of Science (WoS), Scopus, ERIC and PsycINFO) was carried out. The sample consists of 31 articles that met the inclusion criteria of this review, out of a total of 216 identified. Findings of this study include that the use of Assistive Technologies is successful in increasing the inclusion and accessibility of students with disabilities, although barriers such as teacher education, lack of information or accessibility are found.

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  • The role of AI tools and smart technologies in academic libraries is to ensure that accessibility of resources is not restricted to individuals' abilities or disabilities, but rather designed to be inclusive and universal to allow equal access and participation.

    “Thus, the role of AI tools and smart technologies in academic libraries is to ensure that accessibility of resources is not restricted to individuals' abilities or disabilities, but rather designed to be inclusive and universal to allow equal access and participation”

    From A meta-analysis of artificial intelligence tools and smart technologies in academic libraries for disadvantaged user group (2025) · cites this paper as Fernández-Batanero et al., 2022

    The Discussion and conclusions says assistive technology supports accessibility and inclusion for students with disabilities, and the Introduction calls for equal opportunities to participate. The paper addresses educational assistive technology, however, not the role of AI tools or smart technologies in academic libraries or universal access to library resources. Page numbers are unavailable in our copy. (LLM, conf=0.87)

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  • AI applications are especially salient for individuals with disabilities, many of whom use assistive technology features such as speech-to-text within smartphones and other technology-enhanced devices to engage with their environment.

    “These AI applications are especially salient for individuals with disabilities, many of whom use assistive technology features (e.g., speech-totext) within their smartphones and other technologyenhanced devices to engage with their environment (Fernandez-Batanero et al., 2022).”

    From The Future of Artificial Intelligence in Special Education Technology (2023) · cites this paper as Fernandez-Batanero et al., 2022

    The Discussion and conclusions (page not specified in our copy) says that smartphones are used as assistive technology because they offer accessibility features, and that relevant applications can be installed for students with disabilities. It does not identify those applications as AI, give speech-to-text as an example, or establish the claim for individuals with disabilities beyond the students studied. (LLM, conf=0.86)

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Research works printed but not linked: 13

  1. Bondarenko, T. V. (2018). Using information and communication technologies for providing accessibility and development of inclusive education. Information Technologies and Learning Tools, 67(5), 31-43
  2. Byrd, A., & León, R. (2017). Assistive Technologies: Learning resources to promote the inclusion and com- munication of students with disabilities. Nuevos Escenarios de la Comunicación, 2(1), 167-178
  3. Cook, A., & Hessey, S. (1995). Assitive technologies: principles and practice. San Louis, Missouri: Mosby- Yearbook, Inc.
  4. De Sousa, I. V. (2014). Inclusion in contemporaneity and the discussions about assistive technologies in a distance education course. Revista EDAPECI, 14(1), 170-186
  5. Fichten, C. S., Asuncion, J., & Scapin, R. (2014). Digital technology, learning, and postsecondary students with disabilities: where we've been and where we're going. Journal of Postsecondary Education and Disability, 27, 369-379
  6. Fortes Alves, M. D., & Pereira, G. V. (2017). Assistive technology in the perspective of inclusive education: the cyberspace as a locus of autonomy and authoship. LaPlage em Revista, 3(2), 159-169
  7. Howard-Bostic, C. D., Andasheva, F., & Smith, J. E. (2015). Survey of Multi-Media Assistive Technology as Universal Accommodations for Students with Special Needs. Virtualidad Educación y Ciencia, 11(6), 9-19
  8. McNicholl, A., Desmond, D., Casey, H., & Gallagher, P. (2020). The impact of assistive technology use for students with disabilities in higher education: a systematic review. Disability and Rehabilitation Assis- tive Technology, 16(2), 1-14
  9. Murray, D., & Rabiner, D. (2014). Teacher Use of Computer-Aided Instruction Inattentive Students: Impli- cations for Teacher Implementation and Preparation.Journal of Education and Training Studies, 2(2)
  10. Sivakova, V. (2020). Cloud technologies as assistive technologies in the education of students with special educational needs. Pedagogika, 92(1), 122-133
  11. Sullivan, M., & Lewis, M. (2000). Assistive technology for the little ones: creating responsive environments. Infants and toddlers 12 (4), 34-52
  12. Viana, M. V., & Fontoura Teixeira, M. R. (2019). A specialized educational attendance (SEA) classroom: The use of assistive technology in the process of docents inclusion in teaching-learning activities. Cadernos Educacao Tecnologia e Sociedade, 12(1), 72-79
  13. Yankova, Z. (2019). Additional Support to Children and Students with Special Educational Needs For Learn- ing with Assistive Technologies. Pedagogika-Pedagogy, 91(5), 702-710

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Authors
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I.
Venue
Educational technology research and development
Publisher
Springer Science and Business Media LLC
Published
2022-06-10
Volume
70
Issue
5
Pages
1911-1930
ISSN
  • 1042-1629 (ISSN-L)
  • 1556-6501
DOI
10.1007/s11423-022-10127-7
OpenAlex
W4282043263
Cited by
240
References
62
Citations by year
2026: 77 · 2025: 79 · 2024: 51 · 2023: 31 · 2022: 2
FWCI
11.11
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Technology Research and Development (publishedVersion, cc-by)
  • Institutional Repository of the University of Granada (University of Granada) (submittedVersion, cc-by)
  • Deposito de Investigacion Universidad de Sevilla (University of Seville) (submittedVersion, cc-by-nc-nd)
Funders
  • Secretaría de Estado de Investigación, Desarrollo e Innovación (State R & D & I Programs aimed at the Challenges of Society (PID2019-108230RB-I00) and the State Research Agency (AEI )) (Project reference / AEI / 10.13039 / 501100011033). Project title "Training of University teachers in ICT as support for students with disabilities")
  • Universidad de Sevilla
Topics
  • Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
  • Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
  • Social Sciences › Safety Research › Disability Education and Employment
Keywords
assistive technology, inclusive education, students with disabilities, accessibility, teacher professional development, barriers to inclusion

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