Assistive technologies in education for visually impaired people: a systematic review of trends and gaps

Abstract

This study analyzes the use of assistive technologies for visually impaired people in the educational context, based on a systematic literature review. Grounded in the social model of disability and accessibility as a multidimensional concept, the work assumes that inclusion involves not only access, but also the permanence and effective participation of students. Fifty-six studies published
between 2020 and 2025 were analyzed, organized according to dimensions of accessibility, educational contexts, types of technologies, impacts, evaluation methods, and authors' conclusions. The results show a predominance of approaches centered on the instrumental and communicational dimensions, focusing on the development of technological solutions, especially mobile applications, multimodal resources, and digital tools to support learning. A significant concentration of studies in Special Education and Higher Education is also observed. In contrast, attitudinal and programmatic dimensions remain underexplored, indicating important gaps in the literature. It is concluded that, despite technological advances, accessibility is still treated in a predominantly technical way, which limits its transformative potential. Thus, the need for greater coordination between assistive technologies, pedagogical practices, and public policies is highlighted, aiming at the consolidation of a truly inclusive education.