Technological accessibility and right to inclusive education of students with visual impairment: a systematic literature review
DOI:
https://doi.org/10.5281/zenodo.17172168Keywords:
Technological Accessibility, Visual Impairment, Inclusive Education, Exclusion.Abstract
The objective of this research was to analyze technological accessibility as a priority axis to guarantee the right to inclusive education for students with visual impairment. The article, developed under the guidelines of the PRISMA 2020 declaration, focused on twenty-eight scientific articles indexed in Scopus between 2020 and 2024, selected through rigorous inclusion and exclusion criteria. The results highlight that technological accessibility enables the dismantling of barriers for the educational participation of students with visual impairment, in addition to constituting a foundation for promoting inclusive and equitable educational spaces. It also emphasizes the need for pedagogical practices that integrate technologies, favoring the integral development of students. Finally, a series of epistemic gaps were identified in the articles addressed for analysis, which constitutes an opportunity to develop new research in this field, considering holistic and interdisciplinary work approaches.
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