2022-06-302022-06-302022Fernández Batanero, J.M., Montenegro Rueda, M., Fernández Cerero, J. y García Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: a systematic review. Educational technology research and development1042-16291556-6501https://hdl.handle.net/11441/134865The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become increasingly widespread in education. The main objective of this paper focuses on conducting a systematic review of studies regarding the impact of Assistive Technology for the inclusion of students with disabilities. In order to achieve the above, a review of relevant empirical studies published between 2009 and 2020 in four databases (Web of Science (WoS), Scopus, ERIC and PsycINFO) was carried out. The sample consists of 31 articles that met the inclusion criteria of this review, out of a total of 216 identifed. Findings of this study include that the use of Assistive Technologies is successful in increasing the inclusion and accessibility of students with disabilities, although barriers such as teacher education, lack of information or accessibility are foundapplication/pdf20 p.engAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Assistive technologyDisabilityInclusionReviewinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccess10.1007/s11423-022-10127-7