Inclusive Education and the Use of Assistive Technologies: A Systematic Review

Maria Heredia-Solorzano, Jhonny Villafuerte-Holguin

Universidad Laica Eloy Alfaro de Manabí, Ecuador

The increase in the frequency and quality of educational technology use is notable. However, studies are needed to analyze scientific production regarding the use of assistive technologies in inclusive education in Latin America. This work aims to contribute to the consolidation of educational innovations for students with visual impairments by reviewing scientific publications that address assistive technology. This study uses hermeneutics and bibliometrics to identify contributions to assistive technology. The PRISMA methodology was used to select the corpus. Eighty-six scientific articles published in English or Spanish between 2015 and 2025 and available in the Scopus, Web of Science, and Scielo databases were reviewed. The review concludes that screen readers, Braille, artificial intelligence, and augmented reality are the most commonly used assistive technologies for students with visual impairments.

Article link: https://www.asianinstituteofresearch.org/EQRarchives/inclusiveeducation