Digital and Assistive Technologies in Occupational Therapy for Inclusive Education: A Scoping Review

Abstract

The global push toward inclusive education has intensified interest in how digital and assistive technologies might dismantle barriers that prevent children with disabilities from full classroom participation ^1,12. While schools increasingly adopt technological solutions, occupational therapy's specific contribution to this landscape remains poorly mapped, with relevant studies scattered across rehabilitation, education, and assistive technology literatures ⁷. We conducted this scoping review to systematically chart existing evidence on technology-enabled occupational therapy interventions in inclusive school settings, guided by Sustainable Development Goal 4's mandate for equitable quality education. Following PRISMA-ScR reporting guidelines ¹³, we searched PubMed, CINAHL, APA PsycNet, Wiley Online Library, and ProQuest for peer-reviewed studies published between 2010 and 2024. Twelve articles met our inclusion criteria, collectively examining how digital tools, assistive devices, and virtual platforms support students' educational engagement, accessibility, and functional independence. Our findings reveal considerable diversity in technological applications—from mobile apps fostering communication to immersive environments building social skills—yet also expose persistent implementation challenges including inadequate infrastructure and training gaps. This synthesis offers occupational therapists, educators, and policymakers a foundation for evidence-informed practice while highlighting urgent research priorities in this rapidly evolving field.