JAASEP FALL 2026 Part 3 of 9
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- The Practical Teacher
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- Working with Paraprofessionals in Your School
Assistive technology (AT) refers to any tool or device that helps individuals perform tasks more effectively and makes living with a disability easier. This includes tools, machines, and software specifically designed for or accessible to individuals who require assistance (International Organization for Standardization, 2022). Schools have been utilizing assistive technologies (AT) for decades (Zallio et al., 2022). This suggests that AT will remain a fixture in education (Schlosser, 2018). Additionally, Joshi et al. (2022) found that AT is particularly effective for young adults. Smartphones, a form of AT, have existed since 1992 and have undergone significant modifications since their introduction (Lane et al., 2021). One of the studies conducted on smartphones in the United States (Thornton et al., 2014) stated that mobile phones are everywhere, and smartphones in particular are becoming more common. According to Andrew (2018), smartphones have evolved from basic communication devices to sophisticated tools that assist with daily tasks, communication, and information retrieval. Recent studies conducted by Fichten et al. (2022) Babalola revealed little attention to assistive technology usage research with undergraduates who have been diagnosed with ADHD.
Abstract
Assistive technology (AT), especially smartphone apps, is increasingly recognized for enhancing literacy skills among students with disabilities. This systematic review evaluates the impact of assistive technology on the reading and writing proficiency of undergraduate/postsecondary students with ADHD. Three databases, ERIC, Education Full Text, and Professional Development Collection, were searched for peer-reviewed studies published between 2014 and 2024. The inclusion criteria focused on undergraduate students aged 18 to 25 with ADHD using assistive technology as an intervention for literacy enhancement. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a narrative synthesis of three selected studies was conducted, using the Mixed Methods Appraisal Tool (MMAT) for quality assessment. Results, limitations, implications, and recommendations are presented for special education specialists, researchers, and policymakers. The findings suggest that assistive technology tools can support literacy-related outcomes for undergraduates with ADHD, though empirical evidence remains limited.