The use of mobile devices with students with disabilities: a literature review

Abstract

The purpose of this literature review is to examine new research evidence on the use of mobile devices with students with disabilities across education settings. After a search of the literature, 63 empirical articles met the inclusion criteria. Using a conceptual framework, we examine the literature on who is using the devices, what specific mobile devices are being used, how mobile devices are used, and what the major effects are. Our review indicated that students with autism spectrum disorder have been studied most; Apple products have been focused most; uses are most involved with school policy and accessibility; and mobile device uses in a school setting affect both instruction in general and special education and students with disabilities. Future research directions and practical implications are discussed.

Keywords:

• Disabilities
• inclusion
• mobile devices
• special education
• technology

Acknowledgements

The authors would like to thank Samantha Bordoff for her assistance in the initial literature search.

Notes on contributors

Lisa Chelkowski is a PhD student in the Educational and Counseling Psychology Department at the University at Albany, with a Master’s in School Counseling. Her current research interest is in the field of special education, particularly involving inclusion strategies.

Zheng Yan, EdD, is an Associate Professor in the Educational and Counseling Psychology Department at the University at Albany. His current research interests are cybersecurity, computer behavior, cyber behavior, and mobile phone behavior.

Kristie Asaro-Saddler, EdD, is Director of the Division of Special Education and an Associate Professor in the Divisions of Special Education and Educational Psychology and Methodology at the University at Albany. Her current research interests are writing and self-regulatory strategies, specifically for students with ASD.