Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review

Lynch, P., Singal, N. and Francis, G. A. (2022) Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review. Educational Review, (doi: 10.1080/00131911.2022.2035685) (Early Online Publication)

Abstract

Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.

• Item Type: Articles
• Additional Information: This review was supported by the EdTech Hub, and financially sponsored by the UK government’s Foreign, Commonwealth and Development Office (FCDO).
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Lynch, Dr Paul
• Authors: Lynch, P., Singal, N., and Francis, G. A.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Journal Name: Educational Review
• Publisher: Taylor & Francis
• ISSN: 0013-1911
• ISSN (Online): 1465-3397
• Published Online: 04 April 2022
• Copyright Holders: Copyright © 2022 The Authors
• First Published: First published in Educational Review 2022
• Publisher Policy: Reproduced under a Creative Commons License