Assistive Technology in Special Education: A Systematic Review of Teachers’ Attitudes and Perceptions of Accessibility, Psychosocial, and Academic Benefits

Abstract

Assistive technology (AT) plays a critical role in supporting students with disabilities; however, less is known about how teachers perceive its use across educational contexts. This study examines special education teachers’ attitudes toward AT, viewed across cognitive, affective, and behavioral dimensions, with a focus on accessibility, psychosocial, and academic benefits, as well as implementation challenges. A mixed-methods systematic review was conducted following PRISMA guidelines, identifying 14 empirical studies (2004–2025) across diverse educational settings. Findings were synthesized using a hybrid inductive–deductive thematic analysis, and study quality was appraised using the Mixed Methods Appraisal Tool. Results indicate that teachers generally hold positive attitudes towards AT and perceive it as enhancing student independence, engagement, and academic performance. However, persistent challenges in training, resource availability, and implementation were identified. The findings underscore the importance of integrating AT into instructional practices, strengthening teacher preparation through hands-on training, and ensuring institutional support, infrastructure, and equitable access.