EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review

This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 6–12 years in low- and middle-income countries (LMICs). A critical review of the published literature was deemed essential. The field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by international assertions of support through the sustainable development agenda goals, anecdotal commentaries and strong personal assertions but these are substantiated by little evidence. Through a review of published papers, we endeavoured to establish how successful EdTech has been in terms of viability, improving educational access, learner engagement, and learning outcomes in LMICs. The review provides a synthesis of what we know from the evidence and highlights gaps in the existing knowledge base.