Assistive Technology Classification for Students with Disabilities in Higher Education: A Systematic Literature Review

Students with disabilities (SWDs) in higher education often encounter obstacles that hinder their learning and participation in classroom activities. These challenges include difficulties accessing learning materials, lack of information, and a limited number of lecturers with adequate knowledge on handling SWDs. Therefore, the use of assistive technology (AT) can help mitigate these issues by providing accessible learning materials and supporting tools to accommodate the needs of SWDs. The purpose of this research review is to synthesize the existing literature on AT in higher education that supports students with disabilities (SWDs). This systematic review examined peer-reviewed articles published between 2013 and 2023. A total of 546 records were identified through database searches, and after screening, 133 studies were included in the review. The studies were sourced from Scopus and IEEE Xplore databases, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The detailed classification of the reviewed articles provides insight for educators, researchers, and policymakers seeking to enhance accessibility and inclusiveness in higher education institutions. AT has emerged as a significant tool in solving the challenges faced by SWDs and promoting their inclusion and accessibility in higher education. This review highlights the significance of AT in creating an inclusive educational environment and offers insights into further advancements in this area. The classification developed in this review can serve as a resource for identifying effective AT interventions and guiding future advancements in this area.