Accesibilidad tecnológica y derecho a la educación inclusiva de estudiantes con discapacidad visual: una revisión sistemática de la literatura
DOI:
https://doi.org/10.5281/zenodo.17172168Palabras clave:
Accesibilidad tecnológica, discapacidad visual, educación inclusiva, exclusión.Resumen
Esta investigación tuvo por objetivo analizar la accesibilidad tecnológica como eje prioritario para garantizar el derecho a la educación inclusiva de estudiantes con discapacidad visual. El artículo, desarrollado bajo los lineamientos de la declaración PRISMA 2020, se centró en veintiocho artículos científicos indizados en Scopus entre 2020 y 2024, seleccionados mediante criterios rigurosos de inclusión y exclusión. Los resultados destacan que la accesibilidad tecnológica posibilita el desmontaje de barreras para la participación educativa de estudiantes con discapacidad visual, además de constituir un fundamento para promover espacios educativos inclusivos y equitativos. Asimismo, se enfatiza la necesidad de prácticas pedagógicas que integren tecnologías, favoreciendo el desarrollo integral de los estudiantes. Finalmente, se identificaron una serie de vacíos epistémicos en los artículos abordados para el análisis, lo que se constituye en una oportunidad para desarrollar nuevas investigaciones en este campo, considerando enfoques de trabajo holísticos e interdisciplinares.
Descargas
Referencias
Ainscow, M., & Miles, S. (2008). Making education for all inclusive: where next? Prospects, 38(1), 15–34. https://doi.org/10.1007/s11125-008-9055-0
Alsudairy, N. A., & Eltantawy, M. M. (2024). Special Education Teachers’ Perceptions of Using Artificial Intelligence in Educating Students with Disabilities. Journal of Intellectual Disability - Diagnosis and Treatment, 12(2), 92-102. https://doi.org/10.6000/2292-2598.2024.12.02.5
Arias Monge, M., Solano Alvarado, L., & Rojas Rojas, G. (2023). Análisis de idoneidad de un banco de ítems para personas con discapacidad auditiva y visual en una prueba estandarizada de acceso a la educación superior en Costa Rica. Actualidades Investigativas en Educación, 23(2), 1-35. https://doi.org/10.15517/aie.v23i2.54185
Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2020). Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers. Journal of Special Education Technology, 35(4), 236-248. https://doi.org/10.1177/0162643419864858
Batanero-Ochaita, C., De-Marcos, L., Rivera, L. F., Holvikivi, J., Hilera, J. R., & Tortosa, S. O. (2021). Improving Accessibility in Online Education: Comparative Analysis of Attitudes of Blind and Deaf Students Toward an Adapted Learning Platform. IEEE Access, 9, 99968-99982. https://doi.org/10.1109/ACCESS.2021.3095041
Bell, D., Prain, M., & Layton, N. (2023). Assistive technology for people with deafblindness in Southern Africa: A Delphi study exploring dimensions of impact. Disability and Rehabilitation: Assistive Technology, 18(1), 30-43. https://doi.org/10.1080/17483107.2021.1994031
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education. Exceptionality Education International, 25(2), 1–26. https://doi.org/10.5206/eei.v25i2.7723
Borg, J., Larsson, S., & Östergren, P. O. (2019). The right to assistive technology: for whom, for what, and by whom? Disability and Rehabilitation: Assistive Technology, 14(3), 278–285. https://doi.org/10.1080/17483107.2018.1499139
Bouck, E. C., & Long, H. (2021). Assistive Technology for Students With Disabilities: An Updated Snapshot. Journal of Special Education Technology, 36(4), 249-257. https://doi.org/10.1177/0162643420914624
Bsharat, B., Al-Duhoun, A., & Ghanouni, P. (2024). The acceptance and attitudes towards using assistive technology for people with stroke in Jordan: Caregivers’ perspectives. Assistive Technology, 36(1), 40-50. https://doi.org/10.1080/10400435.2023.2202723
Campoverde-Molina, M., Luján-Mora, S., & Valverde, L. (2021). Process Model for Continuous Testing of Web Accessibility. IEEE Access, 9, 139576-139593. https://doi.org/10.1109/ACCESS.2021.3116100
Carreon, A., Criss, C., & Mosher, M. (2023). Classroom Virtual Reality for Students With Disabilities: A Preliminary Guide to Available Virtual Content. Journal of Special Education Technology, 016264342311705. https://doi.org/10.1177/01626434231170593
Comeau, É., Kelly, S., Hamdani, Y., & Ross, T. (2024). Disabled people’s accessible taxi experiences in Toronto, Canada. Travel Behaviour and Society, 34, 100704. https://doi.org/10.1016/j.tbs.2023.100704
Davis, M. T., & Garfield, T. A. (2021). Transition to Adulthood: Preparing Students With Specific Learning Disabilities. Kappa Delta Pi Record, 57(2), 64-69. https://doi.org/10.1080/00228958.2021.1890440
Davis, M. T., & Garfield, T. A. (2021). Transition to Adulthood: Preparing Students With Specific Learning Disabilities. Kappa Delta Pi Record, 57(2), 64-69. https://doi.org/10.1080/00228958.2021.1890440
Droutsas, N., Spyridonis, F., Daylamani-Zad, D., & Ghinea, G. (2025). Web accessibility barriers and their cross-disability impact in eSystems: A scoping review. Computer Standards & Interfaces, 92, 103923. https://doi.org/10.1016/j.csi.2024.103923
Ferreira-Meyers K., & Pitikoe, S. (2021). The learning experience of a visually impaired learner regarding emergency blended teaching and learning at a higher education institution. Perspectives in Education, 39 (1), 340–352. https://doi.org/10.38140/pie.v39i1.4822
González-Palacio, L., Caro-Corrales, K., Garcia-Giraldo, J., Dios-Castillo, C., & Rendón-Vélez, E. (2024). Accesibilidad en los sistemas de gestión del aprendizaje: la percepción de las personas con discapacidad visual. Revista Ibérica De Sistemas e Tecnologias De Informação, , 281-291. https://www.proquest.com/scholarly-journals/accesibilidad-en-los-sistemas-de-gestión-del/docview/3043336351/se-2
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis Campbell Systematic Reviews, 18, e1230. https://doi.org/10.1002/cl2.1230
Le Fanu, G., Schmidt, E., & Virendrakumar, B. (2022). Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities. International Journal of Educational Development, 91, 102574. https://doi.org/10.1016/j.ijedudev.2022.102574
Loh, L., Prem-Senthil, M., & Constable, P. A. (2024). A systematic review of the impact of childhood vision impairment on reading and literacy in education. Journal of Optometry, 17(2), 100495. https://doi.org/10.1016/j.optom.2023.100495
Luz, T. R., Luiz Utsch De Freitas Pinto, R., Poley Martins Ferreira, R., Huebner, R., Lima Ii, E. J., Abreu, H. C., Santos, P. E. N., Gomes, P. H. D. O., Rezende, L. P. S., Oliveira, R. G. O. D., & Mendes, P. A. D. O. (2024). Caeski: An assistive technology for the communication of persons with deafblindness. Disability and Rehabilitation: Assistive Technology, 19(2), 281-291. https://doi.org/10.1080/17483107.2022.2087768
Macakoglu, S. S., & Peker, S. (2022). Web accessibility performance analysis using web content accessibility guidelines and automated tools: A systematic literature review. 2022 International Congress on Human-Computer Interaction, Optimization and Robotic Applications (HORA), 1-8. https://doi.org/10.1109/HORA55278.2022.9799981
MacMillan, A., Corser, A., & Clark, Z. (2021). Inclusivity and accessibility in undergraduate osteopathic education for students with disability: A scoping review. International Journal of Osteopathic Medicine, 40, 38-45. https://doi.org/10.1016/j.ijosm.2021.02.003
Madhesh, A. (2023). Quality of life of higher education students with disabilities at Shaqra University. Research in Developmental Disabilities, 138, 104520. https://doi.org/10.1016/j.ridd.2023.104520
Munyoro, J., Machimbidza, T., & Mutula, S. (2021). Examining key strategies for building assistive technology (AT) competence of academic library personnel at university libraries in Midlands and Harare provinces in Zimbabwe. The Journal of Academic Librarianship, 47(4), 102364. https://doi.org/10.1016/j.acalib.2021.102364
Mustafa, A., Opoku, M. P., Hamdan, A., Safi, M., & Mohamed, E. (2024). Perceived effectiveness of assistive devices and support services provided to students with visual impairment in mainstream classrooms in the United Arab Emirates. British Journal of Special Education, 51(1), 50-59. https://doi.org/10.1111/1467-8578.12488
Nieminen, J. H., Dollinger, M., & Finneran, R. (2023). ‘There was very little room for me to be me’: The lived tensions between assessment standardisation and student diversity. Assessment & Evaluation in Higher Education, 1-15. https://doi.org/10.1080/02602938.2024.2388699
Nieminen, J. H., Moriña, A., & Biagiotti, G. (2024). Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education. Educational Research Review, 42, 100582. https://doi.org/10.1016/j.edurev.2023.100582
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71
Papadopoulos, K., Koustriava, E., Isaraj, L., Chronopoulou, E., Manganello, F., & Molina-Carmona, R. (2024). Assistive Technology for Higher Education Students with Disabilities: A Qualitative Research. Digital, 4(2), 501-511. https://doi.org/10.3390/digital4020025
Park Kyung Ran, & Lee, Tae-Hoon. (2023). Current Status and Educational Support for Deaf-Blind Students. Korean Journal of Physical, Multiple, & Health Disabilities, 66(4), 117-138. https://doi.org/10.20971/KCPMD.2023.66.4.117
Pérez-Aguirre, A. P., Morales-Pérez, I. A., Gómez-Mercado, J. A., Gutiérrez-Martínez, R. A., Matehuala-Moran, I., & Fuentes-Alvarez, R. (2024). Bidirectional Braille-speech Communication System for Deafblind Students. Journal on Efficiency and Responsibility in Education and Science, 17(2), 164-177. https://doi.org/10.7160/eriesj.2024.170206
Ricci, F. S., Boldini, A., Beheshti, M., Rizzo, J.-R., & Porfiri, M. (2023). A virtual reality platform to simulate orientation and mobility training for the visually impaired. Virtual Reality, 27(2), 797-814. https://doi.org/10.1007/s10055-022-00691-x
Salvador-Ullauri, L., Acosta-Vargas, P., & Luján-Mora, S. (2020). Web-Based Serious Games and Accessibility: A Systematic Literature Review. Applied Sciences, 10(21), 7859. https://doi.org/10.3390/app10217859
Sánchez-Serrano, J. M., Alba Pastor, C., & Zubillaga del Río, A. (2021). La formación para la educación inclusiva en los títulos de maestro en educación primaria de las universidades españolas. Revista De Educación, (393), 321-352. https://recyt.fecyt.es/index.php/Redu/article/view/89856
W3C. (2018). Web Content Accessibility Guidelines (WCAG) 2.1. World Wide Web Consortium. Recuperado de: https://www.w3.org/TR/WCAG21/
World Health Organization. (2019). World report on vision. World Health Organization. Recuperado de: https://www.who.int/publications/i/item/9789241516570
Zaharudin, R., Izhar, N. A., & Hwa, D. L. (2024). Evaluating Mobile Application as Assistive Technology to Improve Students with Learning Disabilities for Communication, Personal Care and Physical Function. International Journal of Learning, Teaching and Educational Research, 23(8), 19-37. https://doi.org/10.26803/ijlter.23.8.2
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Encuentros. Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
