Review Article
Aizhan B. Shadyrova, Galiya A. Abayeva, Serik K. Ashirov, Sanzhar T. Mamadaliyev, Ayakoz E. Seiilbek, Yulduz S. Eshakhanova
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep634
ABSTRACT
This study reviews research on inclusive education through educational technology by exploring 184 Scopus-listed English-language publications published over the years 2010-2025 using systematic methods. We assess publication trends, citation relationships, where the work is published, who the authors are, how institutions are involved and funding sources to see the growth of this high-priority area of study. From 2010, we note a slow start, but from 2011 publications increased steadily until 2018. From 2019 to 2023, the pace of growth has been much faster, leading to an increase in annual publications over the last decade. Spanish, American and United Kingdom forces account for most of the participation, whereas developing countries are not strongly represented. The citation analysis indicates that the studies related to assistive technology, universal design for learning and teacher training represent the most significant literature in the area, and the average citations have increased more than three times since 2015. Network diagrams highlight the many joint research efforts among European nations, but opportunities for North-South cooperation are still limited. In fact, most of studies were supported, mainly by national education departments and the European Union framework. An analysis of keywords demonstrates how education has shifted focus, from using basic technology in the early 2010s to using artificial intelligence for personalized learning in the 2020s. The report ends by pointing out four major areas for future study as using virtual and augmented reality for students with special needs, addressing ethical considerations with AI in all schools, preparing all teachers to use technology in class and finding affordable technology for low-resource schools. These results provide proof for policymakers and highlight areas that should be looked into further.
Keywords: inclusive education, educational technology, bibliometric analysis, Scopus, research trends, assistive technology, universal design for learning
Research Article
Blanka Klimova, Katarina Zamborova
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep481
ABSTRACT
With the advancement of technologies, disabled students are being cared for to progress in their education through assistive technologies (AT). They ensure the inclusion of the target group to make them equal with their peers who do not suffer from disabilities. Unfortunately, there is only scarce research on this margin group in connection with technology. Therefore, the aim of the systematic review is to conduct research on the best practices, pedagogical implications, and limitations for the target group using AT. The results based on the review of empirical studies on the research topic conducted between 2013 and 2023 suggest that the best practices of AT are coming from recent years, specifically from 2017, and countries ranging from Europe to Indonesia and Thailand. Pedagogical implications suggest that the learners using AT are becoming more autonomous, independent and successful in academic achievements. Limitations within the study include the fact that AT needs to be more developed and accessible to learners along with more specialized training of specialists and teachers. Future research on the topic should be aimed at better equipment for these learners with AT.
Keywords: assistive technology, assistive technology, learning, English as a foreign language, systematic review
Research Article
Sultan Aldehami
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep353
ABSTRACT
This study was conducted in the central region of the Kingdom of Saudi Arabia (KSA) to investigate levels of teachers’ assistive technology (AT) knowledge and skills use in classrooms for students with intellectual disability (ID). A total of 98 special education teachers of students with ID completed an online survey. Results indicate that the teachers’ levels of knowledge and skills related to AT use in classrooms for students with ID were reaching proficiency. Teachers’ levels of AT knowledge and skills statistically significantly differed based on gender, training, level of education, teaching experience, and school location but not on grade level. However, there were statistically significant differences in teachers’ professional development based on gender and teaching experience but not based on training, level of education, grade level, and school location. Furthermore, results indicate that teachers’ perceptions of AT significantly predicted teachers’ knowledge and skills related to AT use in educational environments.
Keywords: special education, intellectual disability, assistive technology, attitudes, special education teachers
Research Article
Emeka Joshua Chukwuemeka, Dominic Samaila
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 99-109
ABSTRACT
The study investigated teachers’ perception and factors limiting the use of high-tech assistive technologies resources in special education schools in North-West Nigeria. The study adopted a descriptive survey design using a questionnaire to sought data from 120 respondents who were drawn using a multi-stage sampling technique from special education schools within the region. Three research questions were raised to guide the study. The questionnaire was subjected to expert validation and reliability was established through a pilot study using 20 teachers from two special education schools within the study area, but not part of the sampled schools. The reliability coefficient of 0.81 was obtained for the questionnaire using the Cronbach Alpha formula. The data collected were analyzed using percentage, mean and standard deviation. Findings revealed that teachers do not use high-tech assistive devices regularly to teach students with physical disabilities. However, teachers perceived positively that there are great benefits to the use of these resources. It was recommended among others that both government and other stakeholders should organize workshop, seminars and other capacity building training regularly for teachers as means of updating their knowledge and skills in the use of assistive devices considering the dynamic nature of special education technology.
Keywords: assistive technology, high-tech, utilization, perception, special education, limiting factors