Assistive Technology for Literacy in Students With Physical Disabilities: A Systematic Review

Abstract

The purpose of this study was to systematically review literature on assistive technology (AT) used to develop literacy skills in students with physical disabilities. Primary databases were searched using search terms AT, disability, and literacy. Eight studies were eligible for inclusion. Six studies reported positive change to literacy components with AT support, and two reported a statistically significant change. Evidence offers support for AT in developing reading skills in this population. Future research could include reliable outcome measures, a classification system for participants’ disabilities, increased rigor of research design, and statistical data analysis.

Comparing the “value of information services” for providers and vulnerable patrons: a mixed-methods study with academic libraries and students with disabilities

“…Information literacy refers to a student's ability to access, process, manage, and use information (Association of College and Research Libraries, 2016). Assistive technology can help students with disabilities build information literacy (Stauter et al, 2019). For example, captioning services ensure that students with hearing loss receive enough visual information during lectures to compensate for missing auditory cues (Lartz et al, 2008).…”

“…This pyramid's base is the communication and mobility of students with disabilities, representing one of the most fundamental benefits of assistive technologies (Mates, 2012). As students utilise the technologies, their proficiency in searching, seeking, processing, managing, and using information increases (Stauter et al, 2019). Strengthened information literacy can help students with disabilities complete academic tasks, including attending classes, submitting assignments, and completing examinations (Peterson-Karlan, 2015).…”

Virtual and Augmented Reality: Enhancing the learning experience in higher education in the U.A.E. Current standing & research directions

“…Detailed information regarding VR/AR in the educational context can be found in the work of researchers like Garzon et al [5], who have worked on a systematic review and metaanalysis of augmented reality in educational settings, and Beck's [16] work on augmented and virtual reality in education. In addition, the use of technological aids as tools for specifically assisting learners with disabilities has been the subject of numerous studies, and a large body of literature relating to this subject is available [19,20].…”

Pedagogical Design: Bridging Learning Theory and Learning Analytics

“…Internet technologies and digital tools have allowed innovative educators to experiment with new approaches to facilitating learning and empowering learners. Investigators report, for instance, that digital technologies can facilitate learner engagement (Chen et al, 2010), empower learning (Prasertsilp, 2013) or assist students with disabilities (Perelmutter et al, 2017;Stauter et al, 2019). Technology-enhanced learning is now a core organizing framework in education, allowing learners with an Internet connection to learn anytime and from anywhere.…”