The final, formatted version of the article will be published soon.
SYSTEMATIC REVIEW article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 |
doi: 10.3389/feduc.2025.1523797
This article is part of the Research Topic Harnessing Generative AI for Inclusive Education: Opportunities and Challenges View all articles
A Systematic Review of the Utility of Assistive Technologies for Send Students in Schools
Provisionally accepted
Kaussar Mukhtarkyzy 1
Laura Smagulova 2*
Ainur Tokzhigitova 3* Nurgul Serikbayeva 4*
Olzhas Sayakov 5- 1 Kazakh University of Technology and Business, Nur-Sultan, Akmola, Kazakhstan
- 2 Zhetysu State University, Taldykorgan, Almaty, Kazakhstan
- 3 Toraighyrov University, Pavlodar, Kazakhstan
- 4 Shakarim University, Semey, Kazakhstan
- 5 Nazarbayev University, Nur-Sultan, Akmola, Kazakhstan
The systematic review investigates the effect of various educational technologies on the learning outcomes of diverse student populations, particularly focusing on assistive technology interventions for students with disabilities. The comprehensive analysis covers literature from 2012 to 2023. The study highlights the potential of AR and assistive technologies in fostering inclusive and engaging learning environments. Despite positive findings, the review emphasises the imperative for further research to refine the implementation of these technologies and enhance their effectiveness. The systematic review of five databases provides crucial insights into the effectiveness of various assistive technologies. Mobile devices, iPads, and AR interventions emerge as frequently utilised tools. Research activity peaked in 2013 and 2018 and subsequently declined. Twelve studies focus on Autism Spectrum Disorder and emphasise the prioritisation of ASD in assistive technology interventions.The research highlights the importance of adopting a holistic perspective on educational inclusion, emphasising collaborative efforts among teachers, diverse teaching methods, and technology integration. Despite the promise shown by assistive technologies, the review acknowledges their limitations and advocates for ongoing research and innovation to refine their application across diverse educational contexts. The findings stress the importance of a nuanced interpretation of evidence,
Keywords: assistive technologies, Students with Disabilities, augmented reality, Inclusive education, Autism Spectrum Disorder, Special educational needs and disabilities
Received: 06 Nov 2024; Accepted: 22 Jan 2025.
Copyright: © 2025 Mukhtarkyzy, Smagulova, Tokzhigitova, Serikbayeva and Sayakov. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Laura Smagulova, Zhetysu State University, Taldykorgan, 040009, Almaty, Kazakhstan
Ainur Tokzhigitova, Toraighyrov University, Pavlodar, Kazakhstan
Nurgul Serikbayeva, Shakarim University, Semey, 071412, Kazakhstan
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.