The role of assistive technology in supporting the engagement of students with visual impairment in learning mathematics: An integrative literature review.

This integrative literature review focuses on the role of assistive technology (AT) in supporting students with visual impairment (SVI) aged 11 to 18 years in middle primary and secondary schools to engage in learning mathematics. Synthesizing findings from 11 peer-reviewed studies published between 2007 and 2021, the review identifies three main themes: the availability of diverse AT tools (such as Braille devices, tactile graphics, adapted calculators, and text-to-speech software), the usability of these technologies in terms of ease of manipulation and appropriateness, and the role of AT in promoting inclusion through student engagement and empowerment. The review highlights challenges including high costs, limited teacher preparedness, and social stigma, particularly in low-income contexts, which affect equitable access and effective use of AT. It concludes that affordable, accessible, and multi-sensory assistive technologies are essential to enable SVIs to actively participate and succeed in mathematics education alongside their sighted peers.