URL:https://www.tandfonline.com/doi/full/10.1080/00131911.2022.2035685

In the critical and insightful article titled "Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review," the authors delve into the transformative potential of Educational Technology (EdTech) in fostering accessibility and inclusivity for learners with disabilities. This systematic review is particularly relevant for educators, policymakers, and researchers who are keen to understand and leverage EdTech to mitigate educational and social exclusion among primary school learners with disabilities, aged 6–12 years, in low- and middle-income countries. It stands as a vital contribution to the discourse on education equity, making it an essential read for those committed to making education accessible to all children, regardless of their physical or cognitive abilities.

Through meticulous examination of both peer-reviewed articles and conference papers, totaling 51 in the final sample, the study presents a comprehensive overview of how EdTech is currently being employed to support this demographic. The findings highlight instances where EdTech interventions have yielded positive outcomes, particularly within special school settings, underscoring the potential of technology in enhancing the educational experience for learners with disabilities.

However, the review also critically addresses the gaps in existing research, pointing out the weak evidence base regarding the efficacy of these interventions. This observation serves as a call to action for more rigorous, robust, and long-term research efforts. The authors advocate for studies that not only assess the technological tools themselves but also consider the crucial roles of learner involvement, pedagogical strategies, and curriculum design in maximizing the impact of EdTech on the educational experiences of children with disabilities.

"Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review" not only sheds light on the current state of EdTech interventions but also outlines a path forward for future research and policy formulation. By emphasizing the need for a comprehensive approach that integrates technology with pedagogy and curriculum considerations, the article serves as a foundational text for those aiming to harness the power of EdTech to create more inclusive learning environments. This systematic literature review is an invitation to reimagine how educational technology can break down barriers to learning, ensuring that every child has the opportunity to enjoy the full benefits of a school curriculum.