Inclusive digital tools to improve learning in children with specific educational needs through an integrative literature review
DOI:
https://doi.org/10.63688/qtgyfy62Keywords:
inclusive digital tools, specific educational needs, assistive technology, inclusive education, accessibilityAbstract
Inclusive digital tools have gained increasing importance in education due to their potential to reduce learning barriers, improve accessibility, support communication, and promote more personalized educational experiences for children with specific educational needs. This study aimed to analyze the contribution of these tools to improving learning, according to scientific literature published between 2020 and 2026. An integrative literature review was conducted through a systematic search process based on the identification, screening, eligibility, and inclusion stages established by PRISMA 2020. The final corpus consisted of 16 publications related to assistive technologies, digital accessibility, inclusive education, visual and hearing disabilities, autism spectrum disorder, dyslexia, intellectual disabilities, and digital teaching strategies. The findings were organized into four categories: digital tools and educational accessibility; assistive technologies according to specific educational needs; personalization, autonomy, and participation in learning; and teacher mediation, barriers, and conditions for digital inclusion. The results show that these tools can support learning when they are adapted to the characteristics and needs of each student. However, their effectiveness depends on accessibility, teacher training, pedagogical planning, the availability of technological resources, and the appropriate selection of tools. It is concluded that inclusive digital tools constitute a relevant resource for improving access, participation, autonomy, communication, and the personalization of learning.
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Copyright (c) 2026 Katerine Viviana Calvopiña Otañez, Gabriela Alexandra Caiza Aucapiña, Tania Maricela Saraguro Zhigue, Rosy Esparanza Moya Soria, Kevin Bryam Paredes Chango (Autor/a)
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