Educational Technologies for the Inclusion of Students with Disabilities: A Systematic Review
DOI:
https://doi.org/10.5281/zenodo.23749728Keywords:
educational technology, special education, inclusive educationAbstract
Educational technologies can promote the inclusion of students with disabilities by facilitating access to information, communication, and participation in academic activities. However, their usefulness depends on the accessibility of resources, teacher mediation, and the supports available in the educational setting. The objective of this systematic review was to synthesize the evidence published between 2019 and 2025 on the technological resources used in teaching students with disabilities, gaps in their use, and their effects. The PRISMA methodology was followed, and the Scopus and Web of Science databases were searched. Thirty-two records were identified, and two additional documents were located through reference searching. After screening by title, abstract, and full text, 21 systematic reviews published between 2019 and 2025 in English, Spanish, or Portuguese were included. The results show that educational technologies can promote access, participation, and the development of specific skills among students with disabilities. Their usefulness depends on the accessibility of resources, teacher training, and individualized support. Technical and institutional barriers that hinder their implementation persist; therefore, the incorporation of technology requires pedagogical contextualization and does not allow for the assumption of uniform effectiveness or sustained, generalizable learning.
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