- From 2017 onwards, research has increased, with 41.94% focusing on secondary education, 38.71% on primary education, and 12.90% on university education.
- This research uses 31 studies. Most have been conducted in the USA (16), followed by Brazil (4) and Turkey (3).
- 58.06% of respondents used qualitative research approaches, 38.71% used quantitative approaches, and 3.28% used a combination of both.

Portland State University

The primary goal of this study is to systematically examine research on the impact of Assistive Technology on the integration of students with disabilities. To accomplish this, a thorough review of relevant studies released between 2009 and 2020 was conducted across four databases (Web of Science (WoS), Scopus, ERIC, and PsycINFO). The sample comprises 31 articles that satisfied the inclusion criteria out of a total of 216 identified.

A systematic review of studies regarding the impact of Assistive Technology

- Fernández-Batanero, J.M., Montenegro-Rueda, M., Fernández-Cerero, J. et al. Assistive technology for the inclusion of students with disabilities: a systematic review. Education Tech Research Dev 70, 1911–1930 (2022). https://doi.org/10.1007/s11423-022-10127-7

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

Research Framework

According to the World Health Organization (WHO), AT is a generic term encompassing all systems and services related to the use of assistive products and the performance of services (WHO, 2001). In the U.S., it is defined as any item, piece of equipment, or system that increases, maintains, or improves the functional capabilities of people with disabilities.
- Examples include wheelchairs, prostheses, braces, communicators, and telecommunication services. It also encompasses equipment and services for accessing information, such as for seeing, hearing, reading, and writing.
- AT aims to increase a person’s capabilities to balance out the effects of any disability and provide alternative ways to approach tasks.


What is Assistive Technology or AT?

- Improved inclusion was noted in 20.95% of studies.
- Enhanced accessibility to school resources was reported in 20.95% of studies.
- 13.51% of studies reported an improvement in the teaching-learning process.
- 18.92% of studies observed enhanced independence in students.
- Social skills development saw improvements in 11.49% of the studies.
- Participation and motivation were noted in 9.46% and 4.73% of the studies, respectively.

Benefits of Assistive Technology

- Web 2.0 (internet) is used in 28.57% of cases.
- Mobile learning was utilized in 25% of studies.
- Hardware/software was used in 21.43% of instances.
- Computers were used in 14.29% of cases.
- Robotics accounted for 3.57%.
- Digital Board was used in 7.14% of cases.

Most Popular Assistive Technology Devices

- AT is not always available or accessible to students with disabilities. 32.14% of studies identified difficulties in accessing AT.
- The high costs and precarious financing of AT represent significant limitations. 25% of studies reported financial constraints.
- There is a lack of training in using AT for both students and teachers. 42.86% of studies highlighted insufficient training for teachers in using AT.
- Negative attitudes, insufficient assessment and planning processes, and difficulties in managing equipment
- Existing research on children with disabilities incorporating AT is underdeveloped, and generic research often excludes this population.

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