Educational technology for physically disabled people: A systematic literature review

Yıl 2024, Cilt: 7 Sayı: 2, 581 - 606, 30.11.2024

Mehmet Donmez

https://doi.org/10.33400/kuje.1506082

Öz

The evolution of educational technology in recent years has introduced innovative technologies to meet the specific requirements of students with physical disabilities, emphasizing the importance for educational researchers and practitioners to understand its effective use in supporting diverse learning needs. The present study aimed to explore the utilization of educational technology for physically disabled people. It categorized the technology they used and how it affected their ability to learn. This systematic review followed predetermined criteria and utilized well-known electronic databases, including Web of Science (WoS), Scopus, Education Resources Information Center (ERIC), EBSCOhost, Science Direct, and Education Source. This comprehensive review includes 35 studies demonstrating a maintained trend in using educational technology for physically disabled students. The examination of the published countries in the selected studies reveals a diverse geographic distribution of research efforts in the field of employing educational technology for individuals with physical disabilities. The studies explore various technologies, with digital platforms and adaptive input devices taking the lead. Robotics, gaze-based technology, mobile technology, computer-based technology, and support equipment also contribute significantly. This interdisciplinary exploration highlights the transformative potential of educational technology, emphasizing the need for continued collaboration to address the unique needs of physically disabled individuals across comprehensive educational skills and subject learning.

Anahtar Kelimeler

educational technology, assistive technology, physical disability, special education

Etik Beyan

Research Ethics All the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed in the entire process from the planning, implementation, data collection to the analysis of the data. None of the actions specified under the second section of the Directive, "Scientific Research and Publication Ethics Actions" have been carried out. During the writing process of this study, scientific, ethical and citation rules were followed; no falsification was made on the collected data and this study was not sent to any other academic media for evaluation. Research ethics committee approval information Since this study is a systematic literature review, it does not fall under the category of studies requiring Ethical Committee Approval. Therefore, Ethical Committee Approval has not been declared.

Fiziksel engelli bireyler için eğitim teknolojisi: Bir sistematik literatür taraması

Öz

Eğitim teknolojisinin son yıllardaki gelişimi, fiziksel engelli öğrencilerin özel gereksinimlerini karşılamak üzere yenilikçi teknolojiler sunmuş ve eğitim alanındaki araştırmacıların ve uygulayıcıların çeşitli öğrenme ihtiyaçlarını desteklemek için bu teknolojilerin etkin bir biçimde kullanımının önemini vurgulamıştır. Bu çalışmada, fiziksel engelli bireyler için eğitim teknolojisinin kullanımını araştırma amacıyla fiziksel engelli bireylerin kullandıkları teknolojiler ve bu teknolojilerin öğrenmeleri üzerindeki etkileri kategorize edilmektedir. Bu sistematik literatür taramasında önceden belirlenmiş kriterlere göre, Web of Science (WoS), Scopus, Education Resources Information Center (ERIC), EBSCOhost, Science Direct ve Education Source gibi tanınmış elektronik veri tabanları kullanılmıştır. Bu kapsamlı literatür taraması, fiziksel engelli öğrenciler için eğitim teknolojisinin kullanımındaki mevcut eğilimi gösteren ve farklı disiplinleri kapsayan 35 çalışmayı içermektedir. Seçilen çalışmaların yayınlandığı ülkeler incelendiğinde, fiziksel engelli bireyler için eğitim teknolojisinin kullanımı alanındaki araştırmaların geniş bir coğrafi dağılımı olduğu görülmektedir. Bu çalışmalar, dijital platformlar ve adaptif bilgisayar giriş cihazları başta olmak üzere çeşitli teknolojileri araştırmaktadır. Robotik, göz hareketleri takip teknolojisi, mobil teknolojiler, bilgisayar tabanlı teknolojiler ve destek ekipmanları da önemli ölçüde katkı sağlayan teknolojiler arasında yer almaktadır. Bu disiplinler arası araştırma, eğitim teknolojisinin dönüştürücü potansiyelini vurgulayarak, fiziksel engelli bireylerin kapsamlı eğitsel becerileri ve konu öğrenimi hususundaki özgün ihtiyaçlarını karşılamak için sürekli iş birliğine olan ihtiyacı vurgulamaktadır.

Anahtar Kelimeler

eğitim teknolojisi, yardımcı teknolojiler, fiziksel engellilik, özel eğitim

Kaynakça

• Aamlid, C., & Brownfield, K. (2019). We Are Not Different; We Just Sit: A Case Study of the Lived Experiences of Five College Students in Wheelchairs. Journal of Ethnographic & Qualitative Research, 13(3), 155–168.
• Adams, K., & Cook, A. (2014). Access to hands-on mathematics measurement activities using robots controlled via speech generating devices: Three case studies. Disability and Rehabilitation: Assistive Technology, 9(4), 286–298. https://doi.org/10.3109/17483107.2013.825928
• Adams, K., & Cook, A. (2016). Using robots in “hands-on” academic activities: A case study examining speech-generating device use and required skills. Disability and Rehabilitation: Assistive Technology, 11(5), 433–443. https://doi.org/10.3109/17483107.2014.986224
• Alvarado, Y., Guerrero, R., & Serón, F. (2023). Inclusive Learning through Immersive Virtual Reality and Semantic Embodied Conversational Agent: A case study in children with autism. Journal of Computer Science and Technology(Argentina), 23(2), 107–116. https://doi.org/10.24215/16666038.23.e09
• Assistive Technology Act of 1998. (1998). Public Law 105-394. https://www.govinfo.gov/content/pkg/CRPT-105srpt334/pdf/CRPT-105srpt334.pdf
• Assistive Technology Act of 2004. (2004). H9011-9020. https://www.govinfo.gov/content/pkg/CREC-2004-10-08/pdf/CREC-2004-10-08-pt1-PgH9011-6.pdf
• Atchison, C. L., Marshall, A. M., & Collins, T. D. (2019). A Multiple Case Study of Inclusive Learning Communities Enabling Active Participation in Geoscience Field Courses for Students with Physical Disabilities. Journal of Geoscience Education, 67(4), 472–486. https://doi.org/10.1080/10899995.2019.1600962
• Bansal, N., Tandon, M., & Das, H. (2023). Importance of computer in learning of person with disabilities in skill training. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-05-2023-0187
• Batanero-Ochaíta, C., Fernández-Sanz, L., Rivera-Galicia, L. F., Rueda-Bernao, M. J., & López-Baldominos, I. (2023). Estimation of Interaction Time for Students with Vision and Motor Problems when Using Computers and E-Learning Technology. Applied Sciences (Switzerland), 13(19). https://doi.org/10.3390/app131910978
• Baule, S. M. (2020). Evaluating the Accessibility of Special Education Cooperative Websites for Individuals with Disabilities. TechTrends: Linking Research & Practice to Improve Learning, 64(1), 50–56. https://doi.org/10.1007/s11528-019-00421-2
• Borgestig, M., Sandqvist, J., Ahlsten, G., Falkmer, T., & Hemmingsson, H. (2017). Gaze-based assistive technology in daily activities in children with severe physical impairments–An intervention study. Developmental Neurorehabilitation, 20(3), 129–141. https://doi.org/10.3109/17518423.2015.1132281
• Borgestig, M., Sandqvist, J., Parsons, R., Falkmer, T., & Hemmingsson, H. (2016). Eye gaze performance for children with severe physical impairments using gaze-based assistive technology—A longitudinal study. Assistive Technology, 28(2), 93–102. https://doi.org/10.1080/10400435.2015.1092182
• Bouck, E. C., & Long, H. (2021). Assistive Technology for Students With Disabilities: An Updated Snapshot. Journal of Special Education Technology, 36(4). https://doi.org/10.1177/0162643420914624
• Bradshaw, J. (2013). The use of augmentative and alternative communication apps for the iPad, iPod and iPhone: an overview of recent developments. Tizard Learning Disability Review, 18(1), 31–37. https://doi.org/10.1108/13595471311295996
• Campbell, P. H., Milbourne, S., Dugan, L. M., & Wilcox, M. J. (2006). A Review of Evidence on Practices for Teaching Young Children to Use Assistive Technology Devices. In Topics in Early Childhood Special Education (Vol. 26, Issue 1). https://doi.org/10.1177/02711214060260010101
• Chang, M. L., & Shih, C. H. (2014). Improving fine motor activities of people with disabilities by using the response-stimulation strategy with a standard keyboard. Research in Developmental Disabilities, 35(8), 1863–1867. https://doi.org/10.1016/j.ridd.2014.04.011
• Chițu, I. B., Tecău, A. S., Constantin, C. P., Tescașiu, B., Brătucu, T.-O., Brătucu, G., & Purcaru, I.-M. (2023). Exploring the Opportunity to Use Virtual Reality for the Education of Children with Disabilities. Children, 10(3). https://doi.org/10.3390/children10030436
• da Silva, A. P., Bulle Oliveira, A. S., Pinheiro Bezerra, I. M., Pedrozo Campos Antunes, T., Guerrero Daboin, B. E., Raimundo, R. D., dos Santos, V. R., & de Abreu, L. C. (2018). Low cost assistive technology to support educational activities for adolescents with cerebral palsy. Disability and Rehabilitation: Assistive Technology, 13(7), 676–682. https://doi.org/10.1080/17483107.2017.1369590
• Donmez, M. (2023). A systematic literature review for the use of eye-tracking in special education. Education and Information Technologies, 28(6), 6515–6540. https://doi.org/10.1007/s10639-022-11456-z
• Donmez, M., & Cagiltay, K. (2024). Providing educational accessibility for a paralyzed student by eye-tracking technology: A design-based research study. Turkish Online Journal of Distance Education, 25(3), 28–43. https://doi.org/10.17718/tojde.1340570
• Encarnação, P., Leite, T., Nunes, C., Nunes da Ponte, M., Adams, K., Cook, A., Caiado, A., Pereira, J., Piedade, G., & Ribeiro, M. (2017). Using assistive robots to promote inclusive education. Disability and Rehabilitation: Assistive Technology, 12(4), 352–372. https://doi.org/10.3109/17483107.2016.1167970
• Ersoy, M., & Güneyli, A. (2016). Social Networking as a Tool for Lifelong Learning with Orthopedically Impaired Learners. Educational Technology & Society, 19(1), 41–52.
• Esquivel, P., McGarvey, L., Phelan, S., & Adams, K. (2024). Exploring environmental factors affecting assistive technology strategies in mathematics learning for students with physical disabilities. Disability and Rehabilitation: Assistive Technology, 19(1), 66–77. https://doi.org/10.1080/17483107.2022.2062465
• Förster, A., & Schnell, N. (2024). Designing accessible digital musical instruments for special educational needs schools—A social-ecological design framework. International Journal of Child-Computer Interaction, 41, 100666. https://doi.org/10.1016/j.ijcci.2024.100666
• Goldberg, M., Karimi, H., & Pearlman, J. L. (2016). Interactive, mobile, AGIle and novel education (IMAGINE): A conceptual framework to support students with mobility challenges in higher education. Disability and Rehabilitation: Assistive Technology, 11(1), 50–60. https://doi.org/10.3109/17483107.2014.959074
• Gregg, N., Wolfe, G., Jones, S., Todd, R., Moon, N., & Langston, C. (2016). STEM E-Mentoring and community college students with disabilities. Journal of Postsecondary Education and Disabilities, 29(1), 47–63.
• Hayhoe, S., Roger, K., Eldritch-Böersen, S., & Kelland, L. (2015). Developing inclusive technical capital beyond the disabled students’ allowance in England. Social Inclusion, 3(6), 29–41. https://doi.org/10.17645/si.v3i6.410
• Inman, D. P., Loge, K., Cram, A., & Peterson, M. (2011). Learning To Drive a Wheelchair in Virtual Reality. Journal of Special Education Technology, 26(3), 21–34. https://doi.org/10.1177/0162643411026003
• Karlsson, P., Bech, A., Stone, H., Vale, C., Griffin, S., Monbaliu, E., & Wallen, M. (2019). Eyes on communication: trialling eye-gaze control technology in young children with dyskinetic cerebral palsy. Developmental Neurorehabilitation, 22(2), 134–140. https://doi.org/10.1080/17518423.2018.1519609
• Khamparia, A., Pandey, B., & Mishra, B. P. (2020). Effects of Microworld Game-Based Approach on Neuromuscular Disabled Students Learning Performance in Elementary Basic Science Courses. Education and Information Technologies, 25(5), 3881–3896. https://doi.org/10.1007/s10639-020-10142-2
• Kirshner, S., Weiss, P. L., & Tirosh, E. (2011). Meal-Maker: a virtual meal preparation environment for children with cerebral palsy. European Journal of Special Needs Education, 26(3), 323–336. https://doi.org/10.1080/08856257.2011.593826
• Kitchenham, B. (2004). Procedures for Performing Systematic Reviews Barbara Kitchenham. Annals of Saudi Medicine, 37(1).
• Kumar, A., Saudagar, A. K. J., & Khan, M. B. (2024). Enhanced Medical Education for Physically Disabled People through Integration of IoT and Digital Twin Technologies. Systems, 12(9), 325. https://doi.org/10.3390/systems12090325
• Laabidi, M., Jemni, M., Jemni Ben Ayed, L., Ben Brahim, H., & Ben Jemaa, A. (2014). Learning technologies for people with disabilities. Journal of King Saud University - Computer and Information Sciences, 26(1, Supplement), 29–45. https://doi.org/https://doi.org/10.1016/j.jksuci.2013.10.005
• Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Green, V., Oliva, D., & Lang, R. (2011). Microswitch and keyboard-emulator technology to facilitate the writing performance of persons with extensive motor disabilities. Research in Developmental Disabilities, 32(2), 576–582. https://doi.org/10.1016/j.ridd.2010.12.017
• Laughlin, M. K., Murata, N. M., Gonnelli, M., & Larranaga, J. (2018). Assistive Technology: What Physical Educators Need to Know. Journal of Physical Education, Recreation & Dance, 89(3), 38–45. https://doi.org/10.1080/07303084.2017.1417930
• Lersilp, S., Putthinoi, S., & Chakpitak, N. (2016). Model of Providing Assistive Technologies in Special Education Schools. Global Journal of Health Science, 8(1), 36–44. https://doi.org/10.5539/gjhs.v8n1p36
• Lindsay, S., & Hounsell, K. G. (2017). Adapting a robotics program to enhance participation and interest in STEM among children with disabilities: a pilot study. Disability and Rehabilitation: Assistive Technology, 12(7), 694–704. https://doi.org/10.1080/17483107.2016.1229047
• Lomellini, A., Lowenthal, P. R., Snelson, C., & Trespalacios, J. H. (2022). Higher education leaders’ perspectives of accessible and inclusive online learning. Distance Education, 43(4), 574–595. https://doi.org/10.1080/01587919.2022.2141608
• Majeed, Z. (2018). Usability and Accessibility of OERs and MOOCs among Students with Special Needs in Open and Distance Learning. Pakistan Journal of Distance and Online Learning, 4(1), 63–80.
• Malcolm, M. P., & Roll, M. C. (2017). Assistive technology outcomes in post-secondary students with disabilities: the influence of diagnosis, gender, and class-level. Disability and Rehabilitation: Assistive Technology, 12(8), 857–867. https://doi.org/10.1080/17483107.2016.1277794
• Mangiatordi, A. (2012). Inclusion of Mobility-Impaired Children in the One-to-One Computing Era: A Case Study. Mind, Brain, and Education, 6(1), 54–62. https://doi.org/10.1111/j.1751-228X.2011.01133.x
• Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Estarli, M., Barrera, E. S. A., Martínez-Rodríguez, R., Baladia, E., Agüero, S. D., Camacho, S., Buhring, K., Herrero-López, A., Gil-González, D. M., Altman, D. G., Booth, A., … Whitlock, E. (2016). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Revista Espanola de Nutricion Humana y Dietetica, 20(2). https://doi.org/10.1186/2046-4053-4-1
• Molins-Ruano, P., Gonzalez-Sacristan, C., & Garcia-Saura, C. (2018). Phogo: A low cost, free and “maker” revisit to Logo. Computers in Human Behavior, 80, 428–440. https://doi.org/10.1016/j.chb.2017.09.029
• Moseley, M., Howat, L., McLoughlin, L., Gilling, S., & Lewis, D. (2021). Accessible digital assessments of temporal, spatial, or movement concepts for profoundly motor impaired and non-verbal individuals: a pilot study. Disability and Rehabilitation: Assistive Technology, 16(3), 350–360. https://doi.org/10.1080/17483107.2019.1683240
• Murchland, S., & Parkyn, H. (2010). Using assistive technology for schoolwork: The experience of children with physical disabilities. Disability and Rehabilitation: Assistive Technology, 5(6), 438–447. https://doi.org/10.3109/17483107.2010.481773
• Ouherrou, N., Elhammoumi, O., Benmarrakchi, F., & El Kafi, J. (2019). Comparative study on emotions analysis from facial expressions in children with and without learning disabilities in virtual learning environment. Education and Information Technologies, 24(2), 1777–1792. https://doi.org/10.1007/s10639-018-09852-5
• Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 88, 1–11. https://doi.org/10.1016/j.ijsu.2021.105906
• Passey, D. (2018). Developing inclusive practices with technologies for online teaching and learning: A theoretical perspective. Bordon, Revista de Pedagogia, 69(3), 25–40. https://doi.org/10.13042/Bordon.2017.53523
• Seale, J., Draffan, E. A., & Wald, M. (2010). Digital Agility and Digital Decision-Making: Conceptualising Digital Inclusion in the Context of Disabled Learners in Higher Education. Studies in Higher Education, 35(4), 445–461. https://doi.org/10.1080/03075070903131628
• Sghaier, S., Elfakki, A. O., & Alotaibi, A. A. (2022). Development of an intelligent system based on metaverse learning for students with disabilities. Frontiers in Robotics and AI, 9. https://doi.org/10.3389/frobt.2022.1006921
• Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Altman, D. G., Booth, A., Chan, A. W., Chang, S., Clifford, T., Dickersin, K., Egger, M., Gøtzsche, P. C., Grimshaw, J. M., Groves, T., Helfand, M., … Whitlock, E. (2015). Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015: Elaboration and explanation. BMJ (Online), 349(January), 1–25. https://doi.org/10.1136/bmj.g7647
• Shih, C.-H., Shih, C.-T., & Wu, H.-L. (2010). An adaptive dynamic pointing assistance program to help people with multiple disabilities improve their computer pointing efficiency with hand swing through a standard mouse. Research in Developmental Disabilities, 31(6), 1515–1524. https://doi.org/10.1016/j.ridd.2010.06.005
• Shivani, Gupta, M., & Gupta, S. B. (2024). A Systematic Analysis of AI-Empowered Educational Tools Developed in India for Disabled People. Information Technologies and Learning Tools, 100(2), 199–216. https://doi.org/10.33407/itlt.v100i2.5501
• Slater, R., Pearson, V. K., Warren, J. P., & Forbes, T. (2015). Institutional change for improving accessibility in the design and delivery of distance learning – the role of faculty accessibility specialists at The Open University. Open Learning, 30(1), 6–20. https://doi.org/10.1080/02680513.2015.1013528
• Stambekova, A., Zhakipbekova, S., Tussubekova, K., Mazhinov, B., Shmidt, M., & Rymhanova, A. (2022). Education for the Disabled in Accordance with the Quality of Inclusive Education in the Distance Education Process. World Journal on Educational Technology: Current Issues, 14(1), 316–328. https://doi.org/10.18844/wjet.v14i1.6760
• Standen, P. J., Camm, C., Battersby, S., Brown, D. J., & Harrison, M. (2011). An evaluation of the Wii Nunchuk as an alternative assistive device for people with intellectual and physical disabilities using switch controlled software. Computers & Education, 56(1), 2–10. https://doi.org/https://doi.org/10.1016/j.compedu.2010.06.003
• Stasolla, F., Caffò, A. O., Picucci, L., & Bosco, A. (2013). Assistive technology for promoting choice behaviors in three children with cerebral palsy and severe communication impairments. Research in Developmental Disabilities, 34(9), 2694–2700. https://doi.org/10.1016/j.ridd.2013.05.029
• Stasolla, F., Damiani, R., Perilli, V., D’Amico, F., Caffò, A. O., Stella, A., Albano, V., Damato, C., & Leone, A. Di. (2015). Computer and microswitch-based programs to improve academic activities by six children with cerebral palsy. Research in Developmental Disabilities, 45–46, 1–13. https://doi.org/10.1016/j.ridd.2015.07.005
• Stoner, J. B., Angell, M. E., & Bailey, R. L. (2010). Implementing augmentative and alternative communication in inclusive educational settings: A case study. AAC: Augmentative and Alternative Communication, 26(2), 122–135. https://doi.org/10.3109/07434618.2010.481092
• Wiley, B., Cameron, D., Gulati, S., & Hogg, A. (2016). Exploring the use of tablets (iPads) with children and young adults with disabilities in Trinidad. Disability and Rehabilitation: Assistive Technology, 11(1), 32–37. https://doi.org/10.3109/17483107.2014.914251
• World Health Organization. (2017). Global Priority Research Agenda for Improving Access to High-Quality Affordable Assistive Technology. 24.
• World Health Organization, Organization, W. H., & World Health Organization. (2019). Global perspectives on assistive technology: proceedings of the GReAT Consultation 2019, World Health Organization, Geneva, Switzerland, 22–23 August 2019. Volume 2 (Issue August). World Health Organization. https://apps.who.int/iris/handle/10665/330372