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Use of Assistive Technology in Visual Impairment: A Systematic Review

Yıl 2025, Cilt: 10 Sayı: 2, 251 - 270, 15.07.2025

Mert Can Kaya , Özge Boşnak

https://doi.org/10.29250/sead.1604285

Öz

With the development of technology in recent years, assistive technologies are one of the important issues emphasized in the field of special education. Assistive technologies, whose main purpose is to enable individuals with disabilities to gain independence and make sense of information, are widely used in the education of individuals with visual impairment. This study was conducted as a systematic review to examine the articles published on the use of assistive technology in visual impairment. In this context, studies published in the national and international literature between 2020-2024 on assistive technologies used in the education of individuals with visual impairment were examined within the scope of the inclusion and exclusion criteria. Within the scope of the study, the research data obtained through systematic review were analyzed using the descriptive analysis method. In the systematic search, 14 different studies were reached by using Google Scholar, Science Direct, Bursa Uludağ University Library, and DergiPark databases. Research shows that mobile and web-based applications used in the education of individuals with visual impairment, assistive technologies containing high-level technology, provide individual-specific learning experiences, support the education of individuals with visual impairment, and positively affect the lives of individuals.

Anahtar Kelimeler

Special education Visual impairment Educational technology Assistive technology Systematic review

Etik Beyan

The authors declare that research and publication ethics are followed in this study.

Kaynakça

  • Akintayo, O. T., Eden, C. A., Ayeni, O. O., & Onyebuchi, N. C. (2024). Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review. International Journal of Management & Entrepreneurship Research, 6(5), 1395-1422. https://doi.org/10.51594/ijmer.v6i5.1091
  • Alananbeh, N. & Asha, E. (2023). Obstacles to using assistive technology for students with visual impairments in jordan. Dirasat Educational Sciences, 50(1), 92-101. https://doi.org/10.35516/edu.v50i1.4507
  • Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technology, 21(2), 47-64. https://doi.org/10.1177/016264340602100204
  • Asha, S. & Chellappan, C. (2011). Voice activated e- learning system for the visually impaired. International Journal of Computer Applications, 14(7), 42-51. https://doi.org/10.5120/1892-2514
  • Ataman, A. (2003). Görme yetersizliğinin çocuklar üzerindeki etkileri. Ü. Tüfekçioğlu (Ed.), İşitme konuşma ve görme sorunu olan çocukların eğitimi içinde (s. 235-256) [The effects of visual impairment on children. In Ü. Tüfekçioğlu (Ed.), Education of children with hearing, speech and vision problems (p. 235-256)]. Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
  • Ataman, A. (2012). Temel eğitim öğretmenleri için kaynaştırma uygulamaları ve özel eğitim [Inclusion practices and special education for elementary education teachers. Vize Yayıncılık.
  • Ayaz, B. (2023). The effect of digital storytelling on listening skills of students with visually deficiency. Eğitim ve Bilim, 48(214). http://dx.doi.org/10.15390/EB.2023.11626
  • Bahşi, N. & Sis, N. (2023). Dijital hikâye anlatımının görme yetersizliği bulunan öğrencilerin dinleme becerisine etkisi. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (32), 212-227. https://doi.org/10.29000/rumelide.1253141
  • Beal, C. R. & Rosenblum, L. P. (2018). Evaluation of the effectiveness of a tablet computer application (app) in helping students with visual impairments solve mathematics problems. Journal of Visual Impairment &Amp; Blindness, 112(1), 5-19. https://doi.org/10.1177/0145482x1811200102
  • Bozdağ, T., Timur, T., Söylemez, Y., Doğan, S., Söylemez, N., Canpolat, M., & Dağaşan, A. (2022). Symbolic values for visually disabled students teaching using 3d technologies. Atlas Journal, 8(47), 2709–2720. https://doi.org/10.31568/atlas.859
  • Cavanaugh, T. (2002). The need for assistive technology in educational technology. AACE Review (formerly AACE Journal), 10(1), 27-31. https://www.learntechlib.org/primary/p/17778/
  • Celep, C. & Tülübaş, T. (2014). Effect of principals’ technological leadership on teachers’ attitude towards the use of educational technologies. In Passey, D. & Tatnall, A. (eds) Key competencies in ict and informatics. Implications and issues for educational professionals and management. ITEM 2014. IFIP Advances in Information and Communication Technology, vol 444. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-45770-2_21
  • Cifcibaşı Iyigun, S., & Tortop, H. S. (2018). Innovative practice in private education innovative and innovative technological vehicle design for visually impaired individuals and effects on life behavior. Journal of Gifted Education and Creativity, 5(2), 31-43. Access address: https://dergipark.org.tr/en/pub/jgedc/issue/40757/492904
  • Chase, A. (2022). The mandate to provide expanded core curriculum instruction. Journal of Visual Impairment & Blindness, 116(3), 354-360. https://doi.org/10.1177/0145482X22110873
  • Çakmak, S., Şafak, P., Karakoç, T., Çitil, M., Küçüközyiğit, M.S., Aslan, C., & Yılmaz, H.C. (2016). Özel eğitim ve yardımcı teknolojiler [Special education and assistive technologies]. Vize Yayıncılık.
  • Doleanu, M. G., & Huțuleac, A. K. (2023). Assistive technologies for teaching and school integration of students with visual impairment. Anuarul Universitatii Petre Andrei din Iasi-Fascicula: Asistenta Sociala, Sociologie, Psihologie, 29, 151- 163. https://doi.org/10.18662/upasw/29/73
  • Edyburn, D. L. (2000). Assistive technology and students with mild disabilities. Focus On Exceptional Children, 32(9). https://doi.org/10.17161/foec.v32i9.6776
  • Ghafoor, K. (2023). Improving social interaction of the visually impaired individuals through conversational assistive technology. International Journal of Intelligent Computing and Cybernetics, 17(1), 126-142. https://doi.org/10.1108/ijicc-06-2023-0147
  • Ghory, S. & Ghafory, H. (2021). The impact of modern technology in the teaching and learning process. International Journal of Innovative Research and Scientific Studies, 4(3), 168- 173. https://doi.org/10.53894/ijirss.v4i3.73
  • Gökdemir, F., & Dolgun, G. (2020). Writing material & method section in qualitative, quantitative, systematic review, meta-analysis, and meta-synthesis studies. Archives of Health Science and Research, 7(2), 189-195.195. https://doi.org/10.5152/ArcHealthSciRes.2020.594665
  • Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research: Building and evidence-based practice (6th ed.). Elsevier.
  • Hakobyan, L., Lumsden, J., O’Sullivan, D., & Bartlett, H. (2013). Mobile assistive technologies for the visually impaired. Survey of Ophthalmology, 58(6), 513-528. https://doi.org/10.1016/j.survophthal.2012.10.004
  • Hamid, S. M., & Setiawan, S. (2022). Portraits of assistive technology in English learning for visual impaired students in higher education. Journal of Higher Education Theory and Practice, 22(15), 225-233. https://articlearchives.co/index.php/JHETP/article/view/5332
  • Irvine, D., Zemke, A., Pusateri, G., Gerlach, L., Chun, R., & Jay, W. M. (2014). Tablet and smartphone accessibility features in the low vision rehabilitation. Neuro-Ophthalmology, 38(2), 53- 59. https://doi.org/10.3109/01658107.2013.874448
  • Johnston, L., Beard, L. A., & Carpenter, L. B. (2007). Assistive technology: Access for all students. Pearson Merrill Prentice Hall.
  • Kamali Arslantas, T., Yıldırım, S., & Altunay Arslantekin, B. (2021). Educational affordances of a specific web- based assistive technology for students with visual impairment. Interactive Learning Environments, 29(6), 1037–1054. https://doi.org/10.1080/10494820.2019.1619587
  • Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber [Systematic review methodology: A guide to preparing systematic reviews]. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26-33. https://dergipark.org.tr/en/pub/deuhfed/issue/46815/587078
  • Kargın, T. (2007). Eğitsel değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama süreci [Educational assessment and individualized education program preparation process]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(01), 1-15. https://doi.org/10.1501/Ozlegt_0000000103
  • Karimi, M. (2024). Enhanced accessibility for visually impaired & blind artists (eaviba) using machine learning. Interantional Journal of Scientific Research in Engineering and Management, 08(05), 1-5. https://doi.org/10.55041/ijsrem32878
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  • Küçüközyiğit, M. S., & Çakmak, S. (2020). Examining effectiveness of the keyboard training program for the visually impaired. Ulusal Eğitim Akademisi Dergisi, 4(1), 62-88. https://doi.org/10.32960/uead.696489
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  • Martiniello, N., Eisenbarth, W., Lehane, C. M., Johnson, A. P., & Wittich, W. (2019). Exploring the use of smartphones and tablets among people with visual impairments: are mainstream devices replacing the use of traditional visual aids?. Assistive Technology, 34(1), 34-45. https://doi.org/10.1080/10400435.2019.1682084
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  • Saeedakhtar, A., Khodaee, N., Rouhi, A., & Abdi, R. (2024). The effect of assistive technology on vocabulary learning of students with visual impairments. Research in English Language Pedagogy, 12(1), 52-76. https://doi.org/10.30486/relp.2023.1989211.1471
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  • Susanto, S., & Nanda, D.S. (2018). Teaching and learning english for visually impaired students: An ethnographic case study. English Review: Journal of English Education, 7(1), 83-92. https://doi.org/10.25134/erjee.v7i1.1530
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Use of Assistive Technology in Visual Impairment: A Systematic Review

Yıl 2025, Cilt: 10 Sayı: 2, 251 - 270, 15.07.2025

Mert Can Kaya , Özge Boşnak

https://doi.org/10.29250/sead.1604285

Öz

With the development of technology in recent years, assistive technologies are one of the important issues emphasized in the field of special education. Assistive technologies, whose main purpose is to enable individuals with disabilities to gain independence and make sense of information, are widely used in the education of individuals with visual impairment. This study was conducted as a systematic review to examine the articles published on the use of assistive technology in visual impairment. In this context, studies published in the national and international literature between 2020-2024 on assistive technologies used in the education of individuals with visual impairment were examined within the scope of the inclusion and exclusion criteria. Within the scope of the study, the research data obtained through systematic review were analyzed using the descriptive analysis method. In the systematic search, 14 different studies were reached by using Google Scholar, Science Direct, Bursa Uludağ University Library, and DergiPark databases. Research shows that mobile and web-based applications used in the education of individuals with visual impairment, assistive technologies containing high-level technology, provide individual-specific learning experiences, support the education of individuals with visual impairment, and positively affect the lives of individuals.

Anahtar Kelimeler

Special education Visual impairment Educational technology Assistive technology Systematic review

Etik Beyan

The authors declare that research and publication ethics are followed in this study.

Kaynakça

  • Akintayo, O. T., Eden, C. A., Ayeni, O. O., & Onyebuchi, N. C. (2024). Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review. International Journal of Management & Entrepreneurship Research, 6(5), 1395-1422. https://doi.org/10.51594/ijmer.v6i5.1091
  • Alananbeh, N. & Asha, E. (2023). Obstacles to using assistive technology for students with visual impairments in jordan. Dirasat Educational Sciences, 50(1), 92-101. https://doi.org/10.35516/edu.v50i1.4507
  • Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technology, 21(2), 47-64. https://doi.org/10.1177/016264340602100204
  • Asha, S. & Chellappan, C. (2011). Voice activated e- learning system for the visually impaired. International Journal of Computer Applications, 14(7), 42-51. https://doi.org/10.5120/1892-2514
  • Ataman, A. (2003). Görme yetersizliğinin çocuklar üzerindeki etkileri. Ü. Tüfekçioğlu (Ed.), İşitme konuşma ve görme sorunu olan çocukların eğitimi içinde (s. 235-256) [The effects of visual impairment on children. In Ü. Tüfekçioğlu (Ed.), Education of children with hearing, speech and vision problems (p. 235-256)]. Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
  • Ataman, A. (2012). Temel eğitim öğretmenleri için kaynaştırma uygulamaları ve özel eğitim [Inclusion practices and special education for elementary education teachers. Vize Yayıncılık.
  • Ayaz, B. (2023). The effect of digital storytelling on listening skills of students with visually deficiency. Eğitim ve Bilim, 48(214). http://dx.doi.org/10.15390/EB.2023.11626
  • Bahşi, N. & Sis, N. (2023). Dijital hikâye anlatımının görme yetersizliği bulunan öğrencilerin dinleme becerisine etkisi. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (32), 212-227. https://doi.org/10.29000/rumelide.1253141
  • Beal, C. R. & Rosenblum, L. P. (2018). Evaluation of the effectiveness of a tablet computer application (app) in helping students with visual impairments solve mathematics problems. Journal of Visual Impairment &Amp; Blindness, 112(1), 5-19. https://doi.org/10.1177/0145482x1811200102
  • Bozdağ, T., Timur, T., Söylemez, Y., Doğan, S., Söylemez, N., Canpolat, M., & Dağaşan, A. (2022). Symbolic values for visually disabled students teaching using 3d technologies. Atlas Journal, 8(47), 2709–2720. https://doi.org/10.31568/atlas.859
  • Cavanaugh, T. (2002). The need for assistive technology in educational technology. AACE Review (formerly AACE Journal), 10(1), 27-31. https://www.learntechlib.org/primary/p/17778/
  • Celep, C. & Tülübaş, T. (2014). Effect of principals’ technological leadership on teachers’ attitude towards the use of educational technologies. In Passey, D. & Tatnall, A. (eds) Key competencies in ict and informatics. Implications and issues for educational professionals and management. ITEM 2014. IFIP Advances in Information and Communication Technology, vol 444. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-45770-2_21
  • Cifcibaşı Iyigun, S., & Tortop, H. S. (2018). Innovative practice in private education innovative and innovative technological vehicle design for visually impaired individuals and effects on life behavior. Journal of Gifted Education and Creativity, 5(2), 31-43. Access address: https://dergipark.org.tr/en/pub/jgedc/issue/40757/492904
  • Chase, A. (2022). The mandate to provide expanded core curriculum instruction. Journal of Visual Impairment & Blindness, 116(3), 354-360. https://doi.org/10.1177/0145482X22110873
  • Çakmak, S., Şafak, P., Karakoç, T., Çitil, M., Küçüközyiğit, M.S., Aslan, C., & Yılmaz, H.C. (2016). Özel eğitim ve yardımcı teknolojiler [Special education and assistive technologies]. Vize Yayıncılık.
  • Doleanu, M. G., & Huțuleac, A. K. (2023). Assistive technologies for teaching and school integration of students with visual impairment. Anuarul Universitatii Petre Andrei din Iasi-Fascicula: Asistenta Sociala, Sociologie, Psihologie, 29, 151- 163. https://doi.org/10.18662/upasw/29/73
  • Edyburn, D. L. (2000). Assistive technology and students with mild disabilities. Focus On Exceptional Children, 32(9). https://doi.org/10.17161/foec.v32i9.6776
  • Ghafoor, K. (2023). Improving social interaction of the visually impaired individuals through conversational assistive technology. International Journal of Intelligent Computing and Cybernetics, 17(1), 126-142. https://doi.org/10.1108/ijicc-06-2023-0147
  • Ghory, S. & Ghafory, H. (2021). The impact of modern technology in the teaching and learning process. International Journal of Innovative Research and Scientific Studies, 4(3), 168- 173. https://doi.org/10.53894/ijirss.v4i3.73
  • Gökdemir, F., & Dolgun, G. (2020). Writing material & method section in qualitative, quantitative, systematic review, meta-analysis, and meta-synthesis studies. Archives of Health Science and Research, 7(2), 189-195.195. https://doi.org/10.5152/ArcHealthSciRes.2020.594665
  • Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research: Building and evidence-based practice (6th ed.). Elsevier.
  • Hakobyan, L., Lumsden, J., O’Sullivan, D., & Bartlett, H. (2013). Mobile assistive technologies for the visually impaired. Survey of Ophthalmology, 58(6), 513-528. https://doi.org/10.1016/j.survophthal.2012.10.004
  • Hamid, S. M., & Setiawan, S. (2022). Portraits of assistive technology in English learning for visual impaired students in higher education. Journal of Higher Education Theory and Practice, 22(15), 225-233. https://articlearchives.co/index.php/JHETP/article/view/5332
  • Irvine, D., Zemke, A., Pusateri, G., Gerlach, L., Chun, R., & Jay, W. M. (2014). Tablet and smartphone accessibility features in the low vision rehabilitation. Neuro-Ophthalmology, 38(2), 53- 59. https://doi.org/10.3109/01658107.2013.874448
  • Johnston, L., Beard, L. A., & Carpenter, L. B. (2007). Assistive technology: Access for all students. Pearson Merrill Prentice Hall.
  • Kamali Arslantas, T., Yıldırım, S., & Altunay Arslantekin, B. (2021). Educational affordances of a specific web- based assistive technology for students with visual impairment. Interactive Learning Environments, 29(6), 1037–1054. https://doi.org/10.1080/10494820.2019.1619587
  • Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber [Systematic review methodology: A guide to preparing systematic reviews]. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26-33. https://dergipark.org.tr/en/pub/deuhfed/issue/46815/587078
  • Kargın, T. (2007). Eğitsel değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama süreci [Educational assessment and individualized education program preparation process]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(01), 1-15. https://doi.org/10.1501/Ozlegt_0000000103
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  • Mack, J. A. & Houchens, N. (2023). Harness education technology for effective teaching in the modern era. Journal of Hospital Medicine, 18(10), 953-956. https://doi.org/10.1002/jhm.13165
  • Maćkowski, M., Żabka, M., Kempa, W., Rojewska, K., & Spinczyk, D. (2022). Computer aided math learning as a tool to assess and increase motivation in learning math by visually impaired students. Disability and Rehabilitation: Assistive Technology, 17(5), 559-569. https://doi.org/10.1080/17483107.2020.1800116
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  • Marpaung, S. D. C., Rangkuti, R., & Tarigan, B. (2022). Assistive technology in English learning by a visually impaired student at inclusive school. Asian TESOL Journal, 2(1), 1-14. https://doi.org/10.35307/asiantj.v2i1.27
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Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Görme Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Mert Can Kaya 0009-0005-7412-836X

Özge Boşnak 0000-0001-5208-9551

Yayımlanma Tarihi 15 Temmuz 2025
Gönderilme Tarihi 19 Aralık 2024
Kabul Tarihi 17 Mart 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 10 Sayı: 2

Kaynak Göster

APA Kaya, M. C., & Boşnak, Ö. (2025). Use of Assistive Technology in Visual Impairment: A Systematic Review. The Journal of Limitless Education and Research, 10(2), 251-270. https://doi.org/10.29250/sead.1604285
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