Rapid literature review on assistive technology in education
Rapid literature review on assistive technology in education
Research report
July 2020
Dave L. Edyburn, Ph.D.
University of Wisconsin-Milwaukee
Contents
List of Figures
4
List of Tables
5
Executive Summary
6
1.0 Introduction
8
1.1 Context: Realising the Potential
8
1.2 Why are Pupils and Students with Special Educational Needs
and Difficulties (SEND) at a Disadvantage?
9
1.3 What is Assistive Technology (AT)?
9
1.4 Why is AT Important?
10
2.0 Methodology
12
2.1 Theoretical Framework
12
2.2 Research Questions
13
2.3 Scope
13
2.4 Data Sources
14
2.5 Search Constructs
14
2.6 Search Processes
16
2.7 Limitations of the Study
17
3.0 What are the Characteristics of the AT Evidence Base?
18
3.1 Size of the Knowledge Base
18
3.2 Characteristics of the Corpus
21
3.3 Literature Scatter
23
3.4 Quality of Evidence Supporting AT Use
24
3.5 Conclusions: AT Evidence Base
27
4.0 What is Presently Known about AT Use in Educational Settings?
29
4.1 Universal Screening: AT Child Find
29
4.2 Prevalence of AT Use in Education
30
4.3 What Types of AT Help Which Kinds of Disabilities?
31
4.4 What is Known about AT Use by Pupils and Students
with Autism?
34
4.5 What is Known about AT Use by Pupils and Students who are
Blind and Deaf?
34
2
4.6 What is Known about AT Use by Pupils and Students with
Hearing Impairments?
34
4.7 What is Known about AT Use by Pupils and Students with
Emotional/Behavioral Disturbance?
35
4.8 What is Known about AT Use by Pupils and Students with
Intellectual Disabilities?
35
4.9 What is Known about AT Use by Pupils and Students with
Physical Disabilities?
35
4.10 What is Known about AT Use by Pupils and Students with
Specific Learning Disabilities?
36
4.11 What is Known about AT Use by Pupils and Students
with Speech, Language, and Communication Needs?
36
4.12 What is Known about AT Use by Pupils and Students with
Traumatic Brain Injury?
37
4.13 What is Known about AT Use by Pupils and Students with
Visual Impairments?
37
4.14 Are There Differences in AT Use Across Grade Levels?
37
4.15 Conclusions: AT Use in Educational Settings
38
5.0 What is Most Effective When it Comes to AT Implementation and Use?
40
5.1 System Level Variables Impacting Efficacy
40
5.2 What is Known about the Efficacy of Various AT Service Delivery Models? 42
5.3 Components Necessary for Successful AT Implementation
44
5.4 How Does the Availability, or Lack Thereof, of Accessible Educational
Materials (AEM) Influence the Use of AT and Impact Academic Outcomes? 46
5.5 Mapping a Path Forward
47
3
List of Figures
Figure 1 Understanding assistive technology in the context of technology
used in education and society
13
Figure 2 Comparison of disciplinary relationships and integration
18
Figure 3 70 Variables identified as influencing the effectiveness of
educational technology
41
4
List of Tables
Table 1 Project Parameters
14
Table 2 Search Constructs
15
Table 3 Search Results of Key Terms Within the Article Title
19
Table 4 Articles found by disability category
19
Table 5 Articles found by AT construct
20
Table 6 Documents Included in the Corpus by Country
21
Table 7 Types of Documents in the Corpus
22
Table 8 Types of Literature Reviews in the Corpus
23
Table 9 Publications that Form a Core of AT Literature
24
Table 10 Evidence Quality
25
Table 11 Quality of Evidence as Described in Educational Policy
26
Table 12 Descriptive Evidence Level
27
Table 13 Golden's AT Expectancy Figures
31
Table 14 Number of Documents by Domain
32
Table 15 Relevant Domains of Potential AT Application by Disability
33
Table 16 AT Use by Grade Level
38
5
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