Emerging technologies in the learning of students with special needs: a systematic review
DOI:
https://doi.org/10.5281/zenodo.14549933Keywords:
educational technology, innovation, educational needsAbstract
This systematic review on emerging technologies in special education aimed to evaluate the impact of these technologies on educational interventions for students with special needs. As a method, 37 articles published between 2020 and 2024 were selected, using keywords and Boolean operators in different databases, such as Scopus, ERIC, ScienceDirect, Web of Science and ProQuest, following the PRISMA guide. The results reveal that the most used technologies are mobile devices and apps (27.5%), virtual and augmented reality (15%) and educational robots (12.5%). These interventions addressed a variety of special needs, including intellectual disability, autism spectrum disorders and specific learning difficulties. As a main conclusion, a positive impact was found in several areas, such as improvements in cognitive and learning skills, increased attention and engagement, development of social and communication skills, and acquisition of practical and functional skills. Although the results are promising and highlight the transformative potential of emerging technologies in special education, many studies recommend further research with larger samples and longer durations to obtain more robust and conclusive results.
Downloads
References
Alban, G., Arguello, A., y Molina. (2021). Defining criteria for intellectual disability. American Association on Intellectual and Developmental Disabilities (AAIDD). https://www.aaidd.org/intellectual-disability/definition
Alarcon, D.A.U., Cano, S., Paucar, F.H.R., Quispe, R.F.P., Talavera-Mendoza, F., y Zegarra, M.E.R. (2021). Exploring the Effect of Robot-Based Video Interventions for Children with Autism Spectrum Disorder as an Alternative to Remote Education. Electronics, 10(21), 2577. https://doi.org/10.3390/electronics10212577
Alkalay, S., Dolev, A., Rozenshtein, C., y Sarne, D. (2020). Co-Op World: Adaptive computer game for supporting child psychotherapy. Computers In Human Behavior Reports, 2. https://doi.org/10.1016/j.chbr.2020.100028
American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorder. American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596
Armas-Alba, L., y Alonso-Rodríguez, I. (2022). Las TIC y competencia digital en la respuesta a las necesidades educativas especiales durante la pandemia: Una revisión sistemática. Revista internacional de pedagogía e innovación educativa, 2(1), 11-48.https://portalciencia.ull.es/documentos/6452a28ef66519730b1b4798.
Arouri, Y.M., Attiyah, A.A., Dababneh, K., y Hamaidi, D.A. (2020). Kindergarten Teachers’ Views of Assistive Technology Use in the Education of Children with Disabilities in Qatar. European Journal Of Contemporary Education, 9(2), 290-300. https://doi.org/10.13187/ejced.2020.2.290
Arslantaş, T. K., Yilmaz, Ç. Õ., y Günlü, Y. (2024). 2D Animations: Teaching in Kitchen Skills to Individuals with Intellectual Disability. Bartın University Journal Of Faculty Of Education, 13(1), 206-221. https://doi.org/10.17943/etku.1286373
Barkley, R.A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Press. https://psycnet.apa.org/record/2014-57877-000
Batshaw, M. L., Roizen, N. J., y Pellegrino, L. (2019). Children with disabilities. Paul H. Brookes Publishing. https://search.worldcat.org/es/title/Children-with-disabilities/oclc/1079412102
Bordoff-Gerken, S., y Asaro-Saddler, K. (2021). Using social stories on the iPad to improve classroom behavior for students with Autism Spectrum Disorder: A pilot study. The Journal Of Special Education Apprenticeship, 10(1). https://doi.org/10.58729/2167-3454.1122
Brkić, D., Ng-Cordell, E., O’Brien, S., Martin, J., Scerif, G., Astle, D., y Baker, K. (2022). FarmApp: a new assessment of cognitive control and memory for children and young people with neurodevelopmental difficulties. Child Neuropsychology, 28(8), 1097-1115. https://doi.org/10.1080/09297049.2022.2054968
Cabero, J.A., y Valencia, R.O. (2019). TIC para la inclusión: una mirada desde Latinoamérica. Aula Abierta, 48(2), 139-146. https://doi.org/10.17811/rifie.48.2.2019.139-146
Carrillo-Sierra, S., Forgiony-Santos, J., Rivera-Porras, D., & Bonilla-Cruz, N. (2023). Competencias interculturales e inclusivas en la formación de profesionales en educación. Revista Espacios, 44(3), 188-201. https://doir.org/10.48082/espacios-a23v44n03p15
Chinchay, Y., Gomez, J., y Montoro, G. (2024). Unlocking inclusive education: A quality assessment of software design in applications for children with autism. Journal Of Systems And Software, 217. https://doi.org/10.1016/j.jss.2024.112164
Chinchay, Y., Torrado, J. C., Gomez, J., y Montoro, G. (2023). Towards more supportive ICT for children with autism spectrum disorders: lessons learned from COVID-19 pandemic. Behaviour And Information Technology, 1-20. https://doi.org/10.1080/0144929x.2023.2268734
Cubillos-Bravo, R., y Avello-Sáez, D. (2022). Tecnologías de apoyo a la rehabilitación e inclusión. Recomendaciones para el abordaje de niñas, niños y adolescentes con trastornos del neurodesarrollo. Revista Médica Clínica Las Condes, 33(6), 604-614. https://doi.org/10.1016/j.rmclc.2022.10.003
Cuesta, J., De la Fuente, R., y Ortega, T. (2019). Discapacidad intelectual: una interpretación en el marco del modelo social de la discapacidad. Asociación Latinoamericana de Sociología, 10(18), 85-106. https://www.redalyc.org/journal/5886/588662103007/html/
Doğan, S., y Deli̇Ali̇Oğlu, Ö. (2020). A Systematic Review on the Use of Technology in Learning Disabilities. Ankara University Faculty Of Educational Sciences Journal Of Special Education, 21(3), 611-638. https://doi.org/10.21565/ozelegitimdergisi.563763
Durgungoz, F. C., y Durgungoz, A. (2021). Exploring the Use of Touchscreen Devices for Children with Special Educational Needs and Disabilities: Digital vs Traditional. European Journal Of Special Education Research, 7(1), 92-109. https://doi.org/10.46827/ejse.v7i1.3612
Fazil, H., y Faiz, M.A. (2022). Benefits of Integrating Technology for Children with Intellectual Disability in Learning Skills: A Quantitative Inquiry Based on the Perspectives of Govt. Special Education Teachers of Sahiwal and Bahawalpur Divisions of the Punjab. Pakistan Languages And Humanities Review, 6(3). https://doi.org/10.47205/plhr.2022(6-iii)38
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., y Tadeu, P. (2020). Formación del Profesorado y TIC para el Alumnado Con Discapacidad: Una Revisión Sistemática. Revista Brasileira de Educação Especial, 26(4), 711-732. https://doi.org/10.1590/1980-54702020v26e0078
Fernández-Batanero, J.M., Montenegro-Rueda, M., y Fernández-Cerero, J. (2022). Use of Augmented Reality for Students with Educational Needs: A Systematic Review (2016–2021). Societies, 12(2), 36. https://doi.org/10.3390/soc12020036
Fernández, L., y Martínez, G. (2022). Enseñanza inclusiva y atención a la diversidad en escenarios digitales. Revista Dilemas Contemporáneos, 9(2), 1-17. https://doi.org/10.46377/dilemas.v9i2.3139
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., y Barnes, M. A. (s. f.). Learning Disabilities: From Identification to Intervention. https://eric.ed.gov/?id=ED492950
Gelsomini, M., Spitale, M., y Garzotto, F. (2021). Phygital interfaces for people with intellectual disability: an exploratory study at a social care center. Multimedia Tools And Applications, 80(26-27), 34843-34874. https://doi.org/10.1007/s11042-021-11164-9
Gkiolnta, E., Zygopoulou, M., y Syriopoulou-Delli, C.K. (2023). Robot programming for a child with autism spectrum disorder: a pilot study. International Journal Of Developmental Disabilities, 69(3), 424-431. https.//doi.org/ 10.1080/20473869.2023.2194568
Gómez, R., Cossío, M., y Barrios, S. (2021). Actividades para la inclusión en niños y en niñas con necesidades educativas especiales. Wanceulen. Editorial S.L. https://www.google.com.pe/books/edition/Actividades_para_la_inclusi%C3%B3n_en_ni%C3%B1os/3PtAEAAAQBAJ?hl=es&gbpv=0
Grossard, C., Bettencourt, C., Kellems, R., Chetouani, M., y Cohen, D. (2023). Building the design ICT inventory (DICTI): A Delphi study. Computers In Human Behavior Reports, 9. https://doi.org/10.1016/j.chbr.2022.100261
Hashim, H.U., Yunus, M.M., y Norman, H. (2021). Augmented Reality Mobile Application for Children with Autism: Stakeholders’ Acceptance and Thoughts. Arab World English Journal, 12(4), 132-141. https://doi.org/10.24093/awej/vol12no4.9
Hashim, H.U., Yunus, M.M., y Norman, H. (2022). ‘AReal-Vocab’: An Augmented Reality English Vocabulary Mobile Application to Cater to Mild Autism Children in Response towards Sustainable Education for Children with Disabilities. Sustainability, 14(8), 4831. https://doi.org/10.3390/su14084831
Hongngam, K., Injumpa, D., y Chanapai, K. (2022). The Development of Digital Technology to Support Learning in Children with Disabilities. International Education Studies, 15(4), 117. https//doi.org/10.5539/ies.v15n4p117
Kálózi-Szabó, C., Mohai, K., y Cottini, M. (2022). Employing Robotics in Education to Enhance Cognitive Development—A Pilot Study. Sustainability, 14(23), 15951. https://doi.org/10.3390/su142315951
Kapetanaki, A., Krouska, A., Troussas, C., & Sgouropoulou, C. (2022). Exploiting Augmented Reality Technology in Special Education: A Systematic Review. Computers, 11(10), 143. https://doi.org/10.3390/computers11100143
Karabıyık, V., Nuri, C., Bağlama, B., y Haksız, M. (2024). Teaching spatial concepts to children with intellectual disabilities: A comparison of simultaneous prompting presented via tablets and visual cards. Pegem Journal Of Education And Instruction, 14(1), 118-126. https://doi.org/10.47750/pegegog.14.01.14
Karatrantou, A., Kalamatianou, M., y Panagiotakopoulos, C. (2023). Children with Autism and Educational Robotics: Education and Development of Social and Cognitive Skills. International Conference On Social And Education Sciences, 634-651. https://eric.ed.gov/?q=ED656047&id=ED656047
Korattikkara, S., y Govindapillai, R. (2020). Need of educational technology tools for cognitive development in intellectually disabled children. International Association For The Development Of The Information Society. https://doi.org/10.33965/celda2020_202014l026
Kurtça, V. E., y Gezgin, D.M. (2023). Effectiveness of virtual reality technology in teaching pedestrian skills to children with intellectual disabilities. e-Kafkas Eğitim Araştırmaları Dergisi, 10(1), 118-138. https://doi.org/10.30900/kafkasegt.1217603
Lancioni, G.E., Singh, N.N., O’Reilly, M.F., Sigafoos, J., Alberti, G., Perilli, V., Chiariello, V., Grillo, G., y Turi, C. (2020). Case series of technology-aided interventions to support leisure and communication in extensive disabilities. International Journal Of Developmental Disabilities, 66(3), 180-189. https://doi.org/10.1080/20473869.2018.1533062
Martínez-González, A. E. (2022). COREAT: Developing a Mobile Application to Assess the Severity of Repetitive Behavior in Autism. European Journal Of Psychology And Educational Research, 5(1), 1-10. https://doi.org/10.12973/ejper.5.1.1
Mesa, E., Soledispa, F., Criollo, B., & Rodríguez, L. (2023). La educación a distancia y sus desafíos: Un análisis de las mejores prácticas y estrategias para superar las barreras en el aprendizaje en línea. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 6126-6147. https://doi.org/ 10.37811/cl_rcm.v7i2.5777
Molero-Aranda, T., Lázaro, J., Vallverdú-González, M., y Gisbert, M. (2021). Tecnologías Digitales para la atención de personas con Discapacidad Intelectual. Revista Iberoamericana de Educación a Distancia, 24(1), 265-283. https://doi.org/ 10.5944/ried.24.1.27509
Molero-Aranda, T., Lázaro-Cantabrana, J., y Gisbert, M. (2022). Una Solución Tecnológica para Personas con Discapacidad Intelectual en Situaciones de Emergencia. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 20(2). https://doi.org/ 10.15366/reice2022.20.2.004
Morris, S., Farran, E. K., y Gilligan-Lee, K. A. (2023). Examining the prevalence and type of technology-use in people with Down syndrome: Perspectives from parents and caregivers. Journal Of Intellectual Disabilities, 0(0), 1-23. https://doi.org/ 10.1177/17446295231176121
Muñoz, C. (2023). Imaginarios sociales e inclusión digital de estudiantes con discapacidad intelectual. Revista Valera, 23(65), 149-156. https://doi.org/ 10.5281/zenodo.7873659
Ojeda-Castelo, J. J., Piedra-Fernandez, J. A., & Iribarne, L. (2021). A device-interaction model for users with special needs. Multimedia Tools And Applications, 80(5), 6675-6710. https://doi.org/ 10.1007/s11042-020-10026-0
Omboto, C. M., Kanga, A., y Njageh, A. R. K. (2022). Myth or Reality: Digital Literacy Programme Implementation in Primary Special Schools in Nairobi, Kenya. European Journal Of Education, 5(2), 51-66. https://doi.org/10.2478/ejed-2022-0004
Peredo, R. (2016). Comprendiendo la discapacidad intelectual: datos, criterios y reflexiones. RIP: Reflexiones en psicología, 15, 101 - 122. http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S2223-30322016000100007
Rice, M. F., y Ortiz, K. (2021). Parents’ Use of Digital Literacies to Support their Children with Disabilities in Online Learning Environments. Online Learning, 25(3), 208-229. https://doi.org/10.24059/olj.v25i3.2407
Rikken-Evers, M., Smith, K., y Sterkenburg, P. (2022). Effect of the use of an iPad on the attention span of a child with Smith Magenis Syndrome: A single case study. Journal Of Intellectual Disabilities, 26(2), 337-349. https://doi.org/10.1177/1744629520982840
Romero, A., Garay, U., Tejada, E., y De la Serna, A. L. (2023). Efficacy of Berni: A software for preschoolers at risk of dyslexia. International Journal Of Child-Computer Interaction, 38. https://doi.org/10.1016/j.ijcci.2021.100411
Samaniego, A., Moreno, M., Campuzano, M., & Valenzuela, K. (2024). Inclusión Educativa de Estudiantes con Discapacidades en Escuelas Públicas Ecuatorianas. Ciencia Latina Revista Científica Multidisciplinar, 8(2), 2954-2971. https://doi.org/10.37811/cl_rcm.v8i2.10727
Sánchez-Serrano, J. L. S., Jaén-Martínez, A., Montenegro-Rueda, M., y Fernández-Cerero, J. (2020). Impact of the Information and Communication Technologies on Students with Disabilities. A Systematic Review 2009–2019. Sustainability, 12(20). https://doi.org/10.3390/su12208603
Screpnik, C. (2024). Tecnologias digitales en la educación inclusiva: oportunidades, desafíos y perspectivas para personas con discapacidad cognitiva. UTE Teaching and Technology, (2). https://doi.org/10.17345/ute.2024.3664
Starks, A. C., y Reich, S. M. (2023). “What about special ed?“: Barriers and enablers for teaching with technology in special education. Computers & Education, 193. https://doi.org/10.1016/j.compedu.2022.104665
Tuna, A. (2022). Inclusive Education for Young Children with Autism Spectrum Disorder: Use of Humanoid Robots and Virtual Agents to Alleviate Symptoms and Improve Skills, and A Pilot Study. Journal Of Learning And Teaching In Digital Age, 7(2), 274-282. https://doi.org/10.53850/joltida.1071876
UNESCO (2022). Educación y aprendizaje inclusivos para personas con discapacidad. https://learningportal.iiep.unesco.org/es/fichas-praticas/mejorar-el-aprendizaje/educacion-y-aprendizaje-inclusivos-para-personas-con
UNICEF [Comunicado de prensa]. (2021). Hay casi 240 millones de niños con discapacidad en el mundo, según el análisis estadístico más completo de UNICEF hasta la fecha. https://www.unicef.org/es/comunicados-prensa/casi-240-millones-ninos-con-discapacidad-mundo-segun-analisis-estadistico
Ünlü, E., y Diken, İ. H. (2022). The effectiveness of an interactive digital animation-enriched application for teaching concepts to students with intellectual disabilities. International Technology And Education Journal, 6(1), 51-58. https://eric.ed.gov/?id=EJ1359810
Vásconez, L.F., y Vásconez, J.F. (2023). Tecnologías emergentes aplicadas a la educación. Dom. Cien., 9(4), 668-780. https://doi.org/10.23857/dc.v9i4.3620
Vivas, A. B., Estévez, A., Khan, N., Roldán-Tapia, L., Markelius, A., Nielsen, S., y Lowe, R. (2024). DigiDOP: A Framework for Applying Digital Technology to the Differential Outcomes Procedure (DOP) for Cognitive Interventions in Persons with Neurocognitive Disorders. Neuroscience & Biobehavioral Reviews, 165. https://doi.org/10.1016/j.neubiorev.2024.105838
Wang, X., Liang, X., Yao, J., Wang, T., y Feng, J. (2023). A study of the use of virtual reality headsets in Chinese adolescents with intellectual disability. International Journal Of Developmental Disabilities, 69(4), 524-532. https://doi.org/10.1080/20473869.2021.1970938
Wilkinson, K. M., Zimmerman, T. O., y Light, J. (2021). Visual Attention to Cued Targets in Simulated Aided Augmentative and Alternative Communication Displays for Individuals With Intellectual and Developmental Disabilities. Journal Of Speech Language And Hearing Research, 64(5), 1726-1738. https://doi.org/10.1044/2021_jslhr-20-00451
World Health Organization. (2021). World report on hearing. World Health Organization. https://www.who.int/publications/i/item/9789240020481
Yavuz, M., Karaaslan, D., y Yikmis, A. (2021). Effectiveness of concept map presented using augmented reality in teaching basic features of animals to children with intellectual disabilities. International Technology And Education Journal, 5(2), 32-44. https://eric.ed.gov/?id=EJ1338048
Yazçayır, G., Kılınç, Ş., y Ak, G. (2022). Special education school administrators’ experiences regarding distance and hybrid education. Asian Journal Of Distance Education, 17(2), 181-201. https://doi.org/10.5281/zenodo.7379857
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
