Technology-Based Education for Students with Disabilities: A Bibliometric Analysis

Document Type : Research Paper

Authors

1 Department of Social Sciences, Faculty of Social Sciences and Economics, Alzahra University, Tehran, Iran

2 Department of Sociology, University of Gujrat, Gujrat, Pakistan

3 Department of Sociology, Payame Noor University (PNU), Tehran, Iran

10.22059/ijms.2025.372689.676556

Abstract

This study aims to analyze the impact and significance of articles addressing technology-based education for students with disabilities by analyzing publications from 1964 to 2024 in Scopus. Using quantitative and qualitative methods, the study maps collaborations, key topics, and influential works via VOS viewer. Findings revealed the United States as the leading hub for international research collaboration. Quantitative analysis was conducted to highlight authorship, country contributions, and keyword trends, while qualitative reviews of 41 highly cited articles identified prevalent themes: the domination of review methodologies and key impacts, including ICT-assisted learning, assistive technologies, and virtual training, to enhance literacy, independence, and quality of life. It is important to mention here that top studies recommend technological, financial, and emotional support for effective implementation. The study provides a comprehensive overview of the field, guiding future research toward addressing gaps in technology-enabled education for disabled learners.

Keywords

Main Subjects

References

Abu-Sadat, R. (2023). Accessibility to the faculty of educational studies building at the University of Education, Winneba: Experience of two wheelchair users. Equity in Education & Society. https://doi.org/10.1016/j.acalib.2024.102970
Alper, M., & Goggin, G. (2017). Digital technology and rights in the lives of children with disabilities. New Media and Society, 19(5), 726-740. https://doi.org/10.1177/1461444816686323
Alsop, R., & Heinsohn, N. (2005). Measuring empowerment in practice: Structuring analysis and framing indicators. Policy Research Working Paper, 3510. http://hdl.handle.net/10986/8856
Alu, A. A., & King, L. (2024). Disability policies to guide the provision of facilities, services and resources to students with disabilities: The case of ten Ghanaian academic libraries. The Journal of Academic Librarianship, 50(6), 102970. https://doi.org/10.1016/j.acalib.2024.102970
Arpacık, Ö., Kurşun, E. & Göktaş, Y. (2018). Using interactive whiteboards as an assistive technology for students with intellectual disability. Journal of Education and Future. https://doi.org/10.30786/jef.418054
Avcı, U. (2009). Öğretim Ortamları ve Materyal Tasarımı, İçinde Mustafa Sarıtaş (Ed.) Öğretim Teknolojileri ve Materyal Tasarımı (ss. 37-53). Ankara: Pegem akademi Yayıncılık. https://dergipark.org.tr/tr/pub/jitte/issue/
Ayres, K. M., Mechling, L., & Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: Considerations for the future of school psychology. Psychology in the Schools, 50(3), 259-271. https://doi.org/10.1002/pits.21673
Bailey, B., Bryant, L., & Hemsley, B. (2022). Virtual reality and augmented reality for children, adolescents, and adults with communication disability and neurodevelopmental disorders: A systematic review. Review Journal of Autism and Developmental Disorders, 9(2), 160-183.  https://doi.org/10.1007/s40489-020-00230-x
Bakhshi, P., Babulal, G. M., & Trani, J. F. (2017). Education of children with disabilities in New Delhi: When does exclusion occur? PloS one, 12(9), e0183885. https://doi.org/10.1371/journal.pone.0183885
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development, 6. Six Theories of Child Development. JAI Press.
Bengtsson, S., & Datta Gupta, N. (2017). Identifying the effects of education on the ability to cope with a disability among individuals with disabilities. PloS one, 12(3), e0173659.  https://doi.org/10.1371/journal.pone.0173659
Benton, L., & Johnson, H. (2015). Widening participation in technology design: A review of the involvement of children with special educational needs and disabilities. International Journal of Child-Computer Interaction, 3-4, 23-40. https://doi.org/10.1016/j.ijcci.2015.07.001
Berninger, V. W., Nagy, W., Tanimoto, S., Thompson, R., & Abbott, R. D. (2015). Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4-9. Computers and Education, 81, 154-168. https://doi.org/10.1016/j.compedu.2014.10.005
Boateng, S., Penu, O., Boateng, R., Budu, J., Marfo, J., & Asamoah, P. (2024). Educational technologies and elementary level education – A bibliometric review of scopus indexed journal articles. Heliyon, 10, e28101. https://doi.org/10.1016/j.heliyon.2024.e28101
Bouck, E. C. (2016). A national snapshot of assistive technology for students with disabilities. Journal of Special Education Technology, 31(1), 4-13. https://doi.org/10.1177/0162643416633330
Bouck, E. C., Bassette, L., Shurr, J., Park, J., Kerr, J., & Whorley, A. (2017). Teaching equivalent fractions to secondary students with disabilities via the virtual–representational–Abstract instructional sequence. Journal of Special Education Technology, 32(4), 220-231.  https://doi.org/10.1177/0162643417727291
Burgstahler, S. (2015). Opening doors or slamming them shut? Online learning practices and students with disabilities. Social Inclusion, 3(6), 69-79. https://doi.org/10.17645/si.v3i6.420
Capp, M. J. (2017). The effectiveness of universal design for learning: a meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791-807. https://doi.org/10.1080/13603116.2017.1325074
Chen, W., Tajeddini, K., Ratten, V., & Tabari, S. (2019). Educational immigrants: Evidence from Chinese young entrepreneurs in the UK. Journal of Enterprising Communities People and Places in the Global Economy. https://doi.org/10.1108/JEC-11-2018-0093
Chen, X., Zou, D., Xie, H., & Wang, F. L. (2024). Technology-enhanced higher education: Text mining and bibliometrics. Heliyon, 10, e25776.  https://doi.org/10.1016/j.heliyon.2024.e25776
Conde-González, M., & Rodríguez-Sedano, F. (2024). Is learning analytics applicable and applied to education of students with intellectual/developmental disabilities? A systematic literature review. Computers in Human Behavior, 155, 108184. https://doi.org/10.1016/j.chb.2024.108184
Drager, K. D. R., Light, J., Currall, J., Muttiah, N., Smith, V., Kreis, D., . . . Wiscount, J. (2019). AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability. Journal of Intellectual and Developmental Disability, 44(3), 321-336. https://doi.org/10.3109/13668250.2017.1326585
Ebrahim, S. A., Poshtan, J., Jamali, S. M., & Ebrahim, N. A. (2020). Quantitative and qualitative analysis of time-series classification using deep learning. IEEE Access, 8, 90202-90215. https://doi.org/10.1109/ACCESS.2020.2993538
Elmubark, A. Y., Abood, R. E., & Alhaj, I. I. A. (2017, 19-21 Dec. 2017). Education of children with complex disabilities who can't attend school in Sudan: Evaluation and future plan from the perception of the inclusive learning lab. In The 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA).
Fälth, L., Gustafson, S., Tjus, T., Heimann, M., & Svensson, I. (2013). Computer-assisted interventions targeting reading skills of children with reading disabilities - A longitudinal study. Dyslexia, 19(1), 37-53. https://doi.org/10.1002/dys.1450
Fan, M., Liu, J., Tajeddini, K., & Khaskheli, M. B. (2023). Digital technology application and enterprise competitiveness: The mediating role of ESG performance and green technology innovation. Environment, Development and Sustainability, 1-31. https://doi.org/10.1007/s10668-023-03979-3
Fernández Batanero, J., Montenegro-Rueda, M., Fernández Cerero, J., & García-Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: A systematic review. Educational Technology Research and Development, 70, 1-20. https://doi.org/10.1007/s11423-022-10127-7
Fombona, J., Pascual-Sevillana, Á., & González-Videgaray, M. (2017). M-learning and augmented reality: a review of the scientific literature on the WoS repository. Comunicar, 25(52), 63-72. https://api.semanticscholar.org/CorpusID:55836652
Franceschini, F., & Maisano, D. (2011). Regularity in the research output of individual scientists: An empirical analysis by recent bibliometric tools. J. Informetrics, 5, 458-468. https://doi.org/10.1016/j.joi.2011.04.004
Garzotto, F., Gelsomini, M., Occhiuto, D., Matarazzo, V., & Messina, N. (2017). Wearable immersive virtual reality for children with disability: A case study. In The 16th International ACM Conference on Interaction Design and Children, IDC 2017.
Güngör, M., Bolat, A., Cengiz, H., & Aslan, N. (2020, February). Technological regulations for disabled people. https://www.btk.gov.tr/uploads/pages/slug/ozurlulere-yonelik-teknolojik-duzenlemeler.pdf.
Hashey, A. I., & Stahl, S. (2019). Making online learning accessible for students with disabilities. Teaching Exceptional Children. https://doi.org/10.1177/0040059914528329
Iacono, T., Landry, O., Garcia-Melgar, A., Spong, J., Hyett, N., Bagley, K., & McKinstry, C. (2021). A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability. International Journal of Inclusive Education, 27, 1-15. https://doi.org/10.1080/13603116.2021.1900423
Jdaitawi, M. T., & & Kan'an, A. F. (2022). A decade of research on the effectiveness of augmented reality on students with special disability in higher education. Contemporary Educational Technology, 14(1), 332. https://doi.org/10.30935/cedtech/11369
Kellems, R. O., Cacciatore, G., & Osborne, K. (2019). Using an augmented reality–based teaching strategy to teach mathematics to secondary students with disabilities. Career Development and Transition for Exceptional Individuals, 42(4), 253-258. https://doi.org/10.1177/2165143418822800
Khetarpal, A. (2014). Information and communication technology (ICT) and disability. Review of Market Integration, 6(1), 96-113. https://doi.org/10.1177/0974929214560117
Khlaisang, J., & Songkram, N. (2019). Designing a virtual learning environment system for teaching twenty-first century skills to higher education students in ASEAN. Technology, Knowledge and Learning, 24(1), 41-63. https://doi.org/10.1007/s10758-017-9310-7
Kim, J. Y., & Fienup, D. (2021). Increasing access to online learning for students with disabilities during the COVID-19 pandemic. The Journal of Special Education, 55. https://doi.org/10.1177/0022466921998067
Kitchenham, B., Budgen, D., Brereton, P., Turner, M., Charters, S., & Linkman, S. (2007). Large-scale software engineering questions–expert opinion or empirical evidence?. IET software, 1(5), 161-171.
Kiru, E. W., Doabler, C. T., Sorrells, A. M., & Cooc, N. A. (2018). A synthesis of technology-mediated mathematics interventions for students with or at risk for mathematics learning disabilities. Journal of Special Education Technology, 33(2), 111-123. https://doi.org/10.1177/0162643417745835
Konur, O. (2007). Computer-assisted teaching and assessment of disabled students in higher education: The interface between academic standards and disability rights. Journal of Computer Assisted Learning, 23(3), 207-219. https://doi.org/10.1111/j.1365-2729.2006.00208.x
Lee, A. (2011). A comparison of postsecondary science, technology, engineering, and mathematics (stem) enrollment for students with and without disabilities. Career Development for Exceptional Individuals, 34(2), 72-82. https://doi.org/10.1177/0885728810386591
Li, Q., Li, Y., Zheng, J., Yan, X., Huang, J., Xu, Y., . . . Yang, W. (2023). Prevalence and trends of developmental disabilities among US children and adolescents aged 3 to 17 years, 2018-2021. Sci Rep, 13(1), 17254. https://doi.org/10.1038/s41598-023-44472-1
MacArthur, C. A. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29(4), 344-354. https://doi.org/10.1177/002221949602900403
Manganello, J. (2020). Media use for children with disabilities in the United States during COVID-19. Journal of Children and Media, 15, 1-4. https://doi.org/10.1080/17482798.2020.1857281
Mantey, E. E. (2017). Discrimination against children with disabilities in mainstream schools in Southern Ghana: Challenges and perspectives from stakeholders. International Journal of Educational Development, 54, 18-25. https://doi.org/10.1016/j.ijedudev.2017.02.001
Mechling, L., & O'Brien, E. (2010). Computer-based video instruction to teach students with intellectual disabilities to use public bus transportation. Education and Training in Autism and Developmental Disabilities, 45(2), 230-241. https://www.jstor.org/stable/23879809
Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42(3), 252-269. https://www.jstor.org/stable/23879621
Mechling, L. C., Pridgen, L. S., & Cronin, B. A. (2005). Computer-based video instruction to teach students with intellectual disabilities to verbally respond to questions and make purchases in fast food restaurants. Education and Training in Developmental Disabilities, 40(1), 47-59. https://www.jstor.org/stable/23879771
Mikropoulos, T., & Iatraki, G. (2022). Digital technology supports science education for students with disabilities: A systematic review. Education and Information Technologies, 28. https://doi.org/10.1007/s10639-022-11317-9
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Ann Intern Med, 151(4), 264-269, w264. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
Morris, J. R., Hughes, E. M., Stocker, J. D., & Davis, E. S. (2021). Using video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. Learning Disability Quarterly, 07319487211040470. https://doi.org/10.1177/07319487211040470
Mubin, S. A., & Poh, M. W. (2019). A Review on Gamification Design Framework: How They Incorporated for Autism Children.
Neece, C., McIntyre, L. L., & Fenning, R. (2020). Examining the impact of COVID-19 in ethnically diverse families with young children with intellectual and developmental disabilities. Journal of Intellectual Disability Research: JIDR, 64(10), 739-749. https://doi.org/10.1111/jir.12769
Norman, J. M., Collins, B. C., & Schuster, J. W. (2001). Using an instructional package including video technology to teach self-help skills to elementary students with mental disabilities. Journal of Special Education Technology, 16(3), 5-18. https://doi.org/10.1177/016264340101600301
Ok, M. W., Bryant, D. P., & Bryant, B. R. (2020). Effects of computer-assisted instruction on the mathematics performance of students with learning disabilities: A synthesis of the research. Exceptionality, 28(1), 30-44. https://doi.org/10.1080/09362835.2019.1579723
Ok, M. W., Kim, M. K., Kang, E. Y., & Bryant, B. R. (2016). How to find good apps: an evaluation rubric for instructional apps for teaching students with learning disabilities. Intervention in School and Clinic, 51(4), 244-252. https://doi.org/10.1177/1053451215589179
Opoku-Nkoom, I., & Ackah-Jnr, F. (2023). Investigating inclusive education in primary schools in Ghana: What inclusive cultures, environment, and practices support implementation? Support for Learning, 38. https://doi.org/10.1111/1467-9604.12435
Park, J., Bouck, E. C., & Fisher, M. H. (2021). Using the virtual–representational–abstract with overlearning instructional sequence to students with disabilities in mathematics. Journal of Special Education, 54(4), 228-238. https://doi.org/10.1177/0022466920912527
Petr, M., Engels, T. C., Kulczycki, E., Dušková, M., Guns, R., Sieberová, M., & Sivertsen, G. (2021). Journal article publishing in the social sciences and humanities: A comparison of Web of Science coverage for five European countries. PloS one, 16(4), e0249879. https://doi.org/10.1371/journal.pone.0249879
Petrunina, E., Beloglazova, L., Beloglazov, A., & Bayramov, E. (2020). Innovative technologies of virtual reality in the educational system for students with disabilities.
Phillips, T., & Ozogul, G. (2020). Learning analytics research in relation to educational technology: capturing learning analytics contributions with bibliometric analysis. TechTrends, 64. https://doi.org/10.1007/s11528-020-00519-y
Ramdoss, S., Lang, R., Fragale, C., Britt, C., Sigafoos, J., Didden, R., . . . Lancioni, G. (2011). Use of computer-based interventions to promote daily living skills in individuals with intellectual disabilities: A systematic review. Journal of Developmental and Physical Disabilities, 24. https://doi.org/10.1007/s10882-011-9259-8
Roberts, J. B., Crittenden, L. A., & Crittenden, J. C. (2011). Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services. Internet and Higher Education, 14(4), 242-250. https://doi.org/10.1016/j.iheduc.2011.05.004
Saine, N. L., Lerkkanen, M. K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011). Computer-Assisted remedial reading intervention for school beginners at risk for reading disability. Child Development, 82(3), 1013-1028. https://doi.org/10.1111/j.1467-8624.2011.01580.x
Satsangi, R., & Bouck, E. C. (2015). Using virtual manipulative instruction to teach the concepts of area and perimeter to secondary students with learning disabilities. Learning Disability Quarterly, 38(3), 174-186. https://doi.org/10.1177/0731948714550101
Satsangi, R., Hammer, R., & Evmenova, A. S. (2018). Teaching multistep equations with virtual manipulatives to secondary students with learning disabilities. Learning Disabilities Research and Practice, 33(2), 99-111. https://doi.org/10.1111/ldrp.12166
Satsangi, R., & Miller, B. (2017). The case for adopting virtual manipulatives in mathematics education for students with disabilities. Preventing School Failure, 61(4), 303-310. https://doi.org/10.1080/1045988X.2016.1275505
Seale, J., Georgeson, J., Mamas, C., & Swain, J. (2015). Not the right kind of 'digital capital'? An examination of the complex relationship between disabled students, their technologies and higher education institutions. Computers and Education, 82, 118-128. https://doi.org/10.1016/j.compedu.2014.11.007
Seo, Y. J., & Bryant, D. P. (2009). Analysis of studies of the effects of computer-assisted instruction on the mathematics performance of students with learning disabilities. Computers and Education, 53(3), 913-928. https://doi.org/10.1016/j.compedu.2009.05.002
Seo, Y. J., & Woo, H. (2010). The identification, implementation, and evaluation of critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities. Computers and Education, 55(1), 363-377. https://doi.org/10.1016/j.compedu.2010.02.002
Shin, M., Bryant, D. P., Bryant, B. R., McKenna, J. W., Hou, F., & Ok, M. W. (2017). Virtual manipulatives: Tools for teaching mathematics to students with learning disabilities. Intervention in School and Clinic, 52(3), 148-153. https://doi.org/10.1177/1053451216644830
SÖNmez, Ö. (2020). Bibliometric analysis of educational research articles published in the field of social study education based on web of science database. Participatory Educational Research, 7, 216-229. https://doi.org/10.17275/per.20.30.7.2
Standen, P. J., Brown, D. J., & Cromby, J. J. (2001). The effective use of virtual environments in the education and rehabilitation of students with intellectual disabilities. British Journal of Educational Technology, 32(3), 289-299. https://doi.org/10.1111/1467-8535.00199
Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., . . . Nilsson, S. (2021). Effects of assistive technology for students with reading and writing disabilities. Disabil Rehabil Assist Technol, 16(2), 196-208. https://doi.org/10.1080/17483107.2019.1646821
Taber-Doughty, T., Bouck, E. C., Tom, K., Jasper, A. D., Flanagan, S. M., & Bassette, L. (2011). Video modeling and prompting: A comparison of two strategies for teaching cooking skills to students with mild intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 46(4), 499-513. https://www.jstor.org/stable/24232362
Tajeddini, K., Budur, T., Gamage, T., Demir, A., Zaim, H., & Topal, R. (2023). Impact of diversity management on innovative work behavior: mediating role of human resource management and affective commitment. Journal of Management Development, 42. https://doi.org/10.1108/JMD-06-2022-0154
Vacca, R. A., Augello, A., Gallo, L., Caggianese, G., Malizia, V., La Grutta, S., . . . Scala, I. (2023). Serious games in the new era of digital-health interventions: A narrative review of their therapeutic applications to manage neurobehavior in neurodevelopmental disorders. Neurosci Biobehav Rev, 149, 105156. https://doi.org/10.1016/j.neubiorev.2023.105156
Wehmeyer, M. L., Smith, S. J., Palmer, S. B., & Davies, D. K. (2004). Technology use by students with intellectual disabilities: An overview. Journal of Special Education Technology, 19(4), 7-21. https://doi.org/10.1177/016264340401900402
Werfel, K. L. G., Brittany, J., M., Brooks, M., Cooper, E., Reynolds, G., et al. (2021). Transitioning to virtual assessment. ASHA journals. Journal contribution. https://doi.org/10.23641/asha.14787834.v1
Wood, C., & Orpinas, P. (2020). Victimization of children with disabilities: Coping strategies and protective factors. Disability & Society, 36. https://doi.org/10.1080/09687599.2020.1802578
 
 
Interdisciplinary Journal of Management Studies
Volume 19, Issue 2
April 2026
Pages 247-266

Files

Share

How to cite

Statistics