Inclusive education requires accurate and systematic identification of students with disabilities to ensure appropriate educational support and equitable learning opportunities. However, conventional assessment instruments used in inclusive schools are often limited in flexibility, accessibility, and responsiveness to diverse disability profiles. Recent advances in educational technology have introduced new possibilities for supporting assessment and identification processes through technology-based instruments.
Methods
This study aims to regularly review the use of technology-supported assessment instruments for identifying students with disabilities in inclusive education settings. A systematic literature review was conducted following the PRISMA 2020 guidelines. Relevant articles were retrieved from Scopus, Web of Science, ERIC, and PubMed databases, covering publications from 2021 to 2025. After a rigorous screening and eligibility process based on predefined inclusion and exclusion criteria, eight peer-reviewed international studies were included in the qualitative synthesis.
Result and Discussion
The findings reveal several dominant themes, including the use of assistive technologies and mobile applications to enhance accessibility, data-driven assessment systems such as learning analytics for continuous monitoring, and interactive or immersive technologies (e.g., AR/VR) to support adaptive and personalized assessment. Overall, technology-supported instruments were found to improve the accuracy, efficiency, and inclusiveness of assessment processes, although challenges related to teacher competence, infrastructure, and system integration remain prevalent.
Conclusion
In conclusion, technology-supported assessment instruments play a strategic role in strengthening the identification and assessment of students with disabilities in inclusive education. The review highlights the need for integrated, user-friendly, and data-informed assessment systems, as well as professional development for educators, to maximize the potential of technology in inclusive assessment practices.
HayvonJCRobertsMR. Supporting disability-inclusive knowledge translation and patient access to knowledge: a synthesis of select special education theories. Transl Behav Med2025; 15(1): 027. https://doi.org/10.1093/tbm/ibaf027
TolchinDWAnkamNSRydbergL. Twelve tips for including disability education in undergraduate medical education. Med Teach2024; 46(9): 1152–1159. https://doi.org/10.1080/0142159X.2024.2317913
5.
WånggrenLRemnantJHuqueS, et al.Disability policy and practice in Malawian employment and education. Sociol Health Illness2023; 45(6): 1354–1375. https://doi.org/10.1111/1467-9566.13577
FuchsDGilmourAFWanzekJ. Reframing the Most important special education policy debate in 50 years: how versus where to educate students with disabilities in America’s schools. J Learn Disabil2025; 58(4): 00222194251315196. https://doi.org/10.1177/00222194251315196
DouglasLCzerwinskiJVukovicR, et al.Disability education and implications for genetic counselor training. J Genet Counsel2023; 32(6): 1131–1143. https://doi.org/10.1002/jgc4.1800
10.
SoperAKLowthianTDoherty-KirbyA, et al.Towards more inclusive schools: a scoping review of school-based disability awareness programs. Disabil Rehabil2025; 47(23): 5945–5966. https://doi.org/10.1080/09638288.2025.2493219
11.
MaggioLABrownKRCostelloJA, et al.Disability in undergraduate medical education in the United States: a scoping review. Acad Med2025; 100(10S Suppl 1): S64–S73. https://doi.org/10.1097/ACM.0000000000006154
12.
IkedionwuILudwigKCookD, et al.Evaluating disability-inclusive content on U.S. medical schools’ websites: a national study. Acad Med2025; 100(10S Suppl 1): S138–S143. https://doi.org/10.1097/ACM.0000000000006133
13.
LonghurstGJBaziraPJFinnGM. Student’s perspectives of inclusive practices in anatomy education. Anat Sci Educ2024; 17(3): 571–590. https://doi.org/10.1002/ase.2388
14.
TrianoSEMeeksLM. Strengthening disability inclusion in medical education: the role of disability resource professionals through bronfenbrenner’s ecological systems framework. Acad Med2025; 100(10S Suppl 1): S98–S104. https://doi.org/10.1097/ACM.0000000000006149
15.
Fernández-BataneroJMMontenegro-RuedaMFernández-CereroJ, et al.Assistive technology for the inclusion of students with disabilities: a systematic review. Educ Technol Res Dev2022; 70(5): 1911–1930. https://doi.org/10.1007/S11423-022-10127-7
16.
AsonguSAOrimSMINtingRT. Inequality, information technology and inclusive education in Sub-Saharan Africa. Technol Forecast Soc Change2019; 146: 380–389. https://doi.org/10.1016/j.techfore.2019.06.006
17.
AtangaCJonesBAKruegerLE, et al.Teachers of students with learning disabilities: assistive technology knowledge, perceptions, interests, and barriers. J Spec Educ Technol2020; 35(4): 236–248. https://doi.org/10.1177/0162643419864858
18.
BondarenkoTV. Using information and communication technologies for providing accessibility and development of inclusive education. Inform Technol Learn Tool2018; 67(5): 31–43. https://doi.org/10.33407/itlt.v67i5.2241
19.
BouckECParkJStenzelK. Virtual manipulatives as assistive technology to support students with disabilities with mathematics. Prev Sch Fail2020; 65(4): 281–289. https://doi.org/10.1080/1045988x.2020.1762157
20.
ClouderLCawstonJWimpennyK, et al.The role of assistive technology in renegotiating the inclusion of students with disabilities in higher education in North Africa. Stud High Educ2019; 44(8): 1344–1357. https://doi.org/10.1080/03075079.2018.1437721
21.
ColemanMBCramerESParkY, et al.Art educators’ use of adaptations, assitive technology, and special education supports for students with physical, visual, severe and multiple disabilities. J Dev Phys Disabil2015; 27(5): 637–660. https://doi.org/10.1007/s10882-015-9440-6
22.
de WitteLSteelEGuptaS, et al.Assistive technology provision: towards an international framework for assuring availability and accessibility of affordable high-quality assistive technology. Disabil Rehabil Assist Technol2018; 13(5): 467–472. https://doi.org/10.1080/17483107.2018.1470264
23.
WeiLJinLGongR, et al.Design of audio-augmented-reality-based O&M orientation training for visually impaired children. Sensors2022; 22(23): s22239487. https://doi.org/10.3390/s22239487
24.
Placencio-HidalgoDÁlvarez-MarínACastillo-VergaraM, et al.Augmented reality for virtual training in the construction industry. Work2022; 71(1): 165–175. https://doi.org/10.3233/WOR-205049
25.
BryantLHemsleyB. Augmented reality: a view to future visual supports for people with disability. Disabil Rehabil Assist Technol2024; 19(3): 800–813. https://doi.org/10.1080/17483107.2022.2125090
26.
GuoQZhangLGuiC, et al.Virtual reality intervention for patients with neck pain: systematic review and meta-analysis of randomized controlled trials. J Med Internet Res2023; 25: 38256. https://doi.org/10.2196/38256
27.
JoSJangHKimH, et al.360° immersive virtual reality-based mirror therapy for upper extremity function and satisfaction among stroke patients: a randomized controlled trial. Eur J Phys Rehabil Med2024; 60(2): 207–215. https://doi.org/10.23736/S1973-9087.24.08275-3
28.
Peláez-VélezFJEckertMGacto-SánchezM, et al.Use of virtual reality and videogames in the physiotherapy treatment of stroke patients: a pilot randomized controlled trial. Int J Environ Res Publ Health2023; 20(6): 20064747. https://doi.org/10.3390/ijerph20064747
29.
KianiSRezaeiIAbasiS, et al.Technical aspects of virtual augmented reality-based rehabilitation systems for musculoskeletal disorders of the lower limbs: a systematic review. BMC Muscoskelet Disord2023; 24(1): 6. https://doi.org/10.1186/s12891-022-06062-6
30.
BryantLBaileyBHemsleyB. Developing and evaluating an immersive augmented reality application for children with developmental communication disability: interplay for language learning. Int J Speech Lang Pathol2025; 27(4): 605–618. https://doi.org/10.1080/17549507.2024.2361734
31.
ŽilakMCarŽČuljakI. A systematic literature review of handheld augmented reality solutions for people with disabilities. Sensors2022; 22(20): s22207719. https://doi.org/10.3390/s22207719
32.
FitzpatrickSBarrettD. Disability inclusion in medical education: towards a quality improvement approach. Med Educ2023; 57(1): 17–20. https://doi.org/10.1111/medu.14952
33.
PagliaraSMSanchez UtgeMBonavolontàG, et al.Analysing Italian inclusive education practices in relation to universal design for learning principles. Stud Health Technol Inf2023; 306: 511–516. https://doi.org/10.3233/SHTI230670
34.
VantieghemWRooseIGoosenK, et al.Education for all in action: measuring teachers’ competences for inclusive education. PLoS One2023; 18(11 November): 0291033. https://doi.org/10.1371/journal.pone.0291033
35.
HermanCEisenbergYVanderbomK, et al.Feasibility of implementing disability inclusive evidence-based health promotion. J Publ Health Manag Pract2023; 29(1): 82–92. https://doi.org/10.1097/PHH.0000000000001671
36.
RobakKProkupJABanksJL, et al.Inclusion in medical education: integrating the disability perspective. Am J Phys Med Rehabil2025; 104(9): 849–854. https://doi.org/10.1097/PHM.0000000000002727
37.
MoherDLiberatiATetzlaffJ, et al.Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. BMJ2009; 339(7716): 332–336. https://doi.org/10.1136/BMJ.B2535
38.
BornaAMousaviSZFathollahzadehF, et al.Applications of augmented and virtual reality in enhancing communication for individuals who ArHard of hearing: a systematic review. Am J Audiol2024; 33(4): 1378–1394. https://doi.org/10.1044/2024_AJA-24-00056
39.
RahmahtrisilviaRRahmahIZAmaniR, et al.Risk of children born with autism spectrum disorders reviewed from prenatal factors. Proceed Internat Conf Spec Edu South East Asia Reg2024; 3(1): 342–351. https://doi.org/10.57142/PICSAR.V3I1.570
40.
RahmahtrisilviaRAmaniRMahdiA, et al.A mauro’s popup book based on voice recognition: the implementation for learning Al-Qur’an of students with autism. AIP Conf Proc2024; 3220(1): 3315892. https://doi.org/10.1063/5.0234863/3315892
41.
KhalilMSladeSPrinslooP. Learning analytics in support of inclusiveness and disabled students: a systematic review. J Comput High Educ2023; 36(1): 202–219. https://doi.org/10.1007/S12528-023-09363-4
42.
RahmahtrisilviaRSetiawanRSopandiAA, et al.Comparison of EEG quantitative parameters for students with ASD based on EIBI duration program. Pegem J Edu Instruct2023; 13(4): 100–105. https://doi.org/10.47750/PEGEGOG.13.04.12
43.
Montoya-RodríguezMMde Souza FrancoVTomás LlerenaC, et al.Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: a systematic review. J Intellect Disabil2023; 27(4): 1062–1084. https://doi.org/10.1177/17446295221089147
44.
PlavoukouTStaktopoulosPPapagiannisG, et al.Virtual and augmented reality for chronic musculoskeletal rehabilitation: a systematic review and exploratory meta-analysis. Bioengineering2025; 12(7): 12070745. https://doi.org/10.3390/bioengineering12070745
45.
RahmahtrisilviaR. Peningkatan kemampuan komunikasi pada anak autistik menggunakan dukungan visual. Pedagogi: J Ilmu Pendidik2015; 15(1): 128–136. https://doi.org/10.24036/PEDAGOGI.V15I1.172
46.
RahmahtrisilviaRSetiawanRSopandiAA, et al.Validasi buku referensi asesmen gaya belajar anak gangguan spektrum autism (GSA) pasca pengukuran quantitative electroencephalography (QEEG). JPPI (Jurnal Penelitian Pendidikan Indonesia)2022; 8(4): 1281. https://doi.org/10.29210/020221191
47.
LanzariniEParmeggianiA. Disability and inclusive education in an Italian region: analysis of the data for the school year 2012–2013. Minerva Pediatr2022; 74(3): 287–293. https://doi.org/10.23736/S2724-5276.17.04747-8
48.
MukhtarkyzyKSmagulovaLTokzhigitovaA, et al.A systematic review of the utility of assistive technologies for SEND students in schools. Front Educ2025; 10: 1523797. https://doi.org/10.3389/FEDUC.2025.1523797/BIBTEX
49.
Navas-BonillaCdel RGuerra-ArangoJAOviedo-GuadoDA, et al.Inclusive education through technology: a systematic review of types, tools and characteristics. Front Educ2025; 10: 1527851. https://doi.org/10.3389/FEDUC.2025.1527851/TEXT
PieriboniGBuzziMLeporiniB. Stem education and ICT-enhanced tools for students with disabilities: a five-year review. Univers Access Inf Soc2025; 25(1): 3. https://doi.org/10.1007/S10209-025-01282-8
52.
AbdelwahabMMAl-KarawiKASemaryHE. A systematic review of assistive technology for enhancing the students with disabilities. J Disabil Res2025; 4(2): 20240117. https://doi.org/10.57197/JDR-2024-0117
53.
KlavinaAPérez-FusterPDaemsJ, et al.The use of assistive technology to promote practical skills in persons with autism spectrum disorder and intellectual disabilities: a systematic review. Digit Health2024; 10: 20552076241281260. https://doi.org/10.1177/20552076241281260
