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Open research questions in Assistive Technology in Communication and Mobility

109 unresolved questions extracted from the limitations and future-work sections of 2,785 Assistive Technology in Communication and Mobility papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Cripping AI provides a framework to re-envision AI through positioning disability as a central dimension of human bodymind diversity. It not only strengthens existing calls for disability participation and accessible design but also demands genuine epistemic representation of knowledge produced through disabled bodyminds. Our framework suggests that collecting more data or soliciting feedback from PWDs is insufficient to make AI disability inclusive. AI development paradigms must expand to legitimize and value disabled experiences and knowledge. While the three cases illustrate how to crip AI in practice, we acknowledge that cripping AI should be an ongoing and collective effort. Below, we outline three directions to advance our framework. 5.1 Toward a More Expansive and Plural Understanding of Human Bodyminds A direct next step is to develop and iterate our framework grounded in diverse lived disability experiences, including mental illness, chronic conditions, physical disabilities, and neurodivergence. Similar to the three cases we present, many disabled communities have been actively challenging traditional recovery models of disability and reclaiming their lived experiences as valid sources of knowledge for how they should be treated [37, 151, 168, 205, 230]. These perspectives, however, have yet to be incorporated into AI development. For example, AI applications in mental health often operate within clinical frameworks, prioritizing the quantification and mitigation of “symptoms” like depression, anxiety, and distress. In contrast, mental health communities have cultivated Mad culture to promote patient-centered care and to frame fluctuations in emotions as part of their identity and natural human experiences [37, 151, 205]. Likewise, chronic illness and neurodivergent communities have affirmed fluctuations in energy as a valid dimension of human life [168, 199]. From these perspectives, AI tools should shift from assuming that human bodyminds should be stable toward supporting people in navigating and living with these fluctuations [105, 128, 210]. As the examples throughout this paper illustrate, cripping efforts should not be confined to specific communities or individuals. Reflecting on disabled experiences compels us to question our most fundamental assumptions about language, perception, communication, and well-being, and to transform AI practices to reflect the diversity of human bodyminds. 5.2 Cripping the Entire AI Pipeline and Ecosystem Another critical direction is to transform the entire AI pipeline and ecosystem, from datasets, to computing architectures, benchmarks, evaluation measures, interfaces, etc. We offer three key recommendations in Section 4.4 as a starting point.

    Cripping AI: Reimagining AI Through Lived Disability Experiences · 2026 · DOI

  • However, an overview of the value and experiences of recent technologies designed for adults with ABI in their home environment in relation to support participation at home is lacking.

    Technology enhancing independent living at home among adults with acquired brain injury (ABI): A scoping review · 2026 · DOI

  • • Enhancing Conceptualisation of Assistive Technology in Inclusive Education: Teachers in rural schools require broader exposure to modern assistive technologies, extending beyond basic, low-tech tools. This requires structured professional development, access to diverse AT devices through demonstration centres, and integration of AT education into pre-service teacher training. Partnerships with universities, NGOs, and technology providers can further build teachers’ skills and promote AT as a transformative tool for inclusive education. • Strengthening Teacher Digital Competence for AT Integration: There is an urgent need for sustained capacity-building in teachers' digital skills through competency-based CPD aligned with frameworks such as DigCompEdu. This should include modular training on integrating AT, supported by improved ICT infrastructure, specialised software, and reliable connectivity in rural schools. Additionally, district-level technical support and peer-led professional learning 59 David Ansong et al., “The Importance of Self-Efficacy and Educational Aspirations for Academic Achievement in Resource-Limited Countries: Evidence from Ghana,” Journal of Adolescence 70 (2019): 13–23; Jiyuan Feng et al., “Key Factors Influencing Educational Technology Adoption in Higher Education: A Systematic Review,” PLOS Digital Health 4, no. 4 (2025): e0000764. 60 Jun-Jie Tseng et al., “A Critical Review of Research on Technological Pedagogical and Content Knowledge (TPACK) in Language Teaching,” Computer Assisted Language Learning 35, no. 4 (2022): 948–71. 61 Laura Rusconi and Myriam Squillaci, “Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review,” Education Sciences 13, no. 5 (2023): 466. 62 M. Sharma, Inclusive Education and Parental Involvement: Mainstream School and Integration of Disabled Children (Laxmi Book Publication, 2024). 63 Mantheme Florina Matolo and Awelani M Rambuda, “Factors Impacting the Application of an Inclusive Education Policy on Screening, Identification, Assessment, and Support of the Learners at Schools in South Africa,” International Journal of Learning, Teaching and Educational Research 20, no. 9 (2021): 207–21. 64 Robert White and Grace Fletcher, “Navigating Inclusive Education in Mainstream Primary Schools: A Phenomenological Study of Teachers’ Perceptions and Experiences,” International Journal of Inclusive Education, 2025, 1–29. 65 Dana Donohue and Juan Bornman, “The Challenges of Realising Inclusive Education in South Africa,” South African Journal of Education 34, no. 2 (2014).

    Teacher digital competence and confidence for Assistive Technology integration: A case study of a selected school in the Eastern Cape Province · 2026 · DOI

  • Future research could explore scalable models of professional development, assess the long-term impact of infrastructure improvements on inclusive practices, and evaluate collaborative partnerships to enhance AT integration.

    Teacher digital competence and confidence for Assistive Technology integration: A case study of a selected school in the Eastern Cape Province · 2026 · DOI

  • Although promising outcomes have been dem- onstrated within the ASD population, this review reveals a significant gap in research focused on individuals with other IDD diagnoses.

    Telehealth Delivered Social Communication Skills Interventions Among Individuals with Intellectual and Developmental Disabilities: A Systematic Review · 2026 · DOI

  • Limitations This study draws on qualitative data collected at the Swiss Abilities fair, offering insights into public perceptions of inclusion and assistive technology. In addition participants consistently emphasized that technological solutions alone is insufficient without broader societal awareness, inclusive attitudes and supportive institutional frameworks.

    Inclusion through technology: findings from a public engagement approach · 2026 · DOI

  • Relying solely on classroom teachers is insufficient; effective inclusion demands shared responsibility and various stakeholders to ensure that customised ICT is used effectively to support visually impaired learners.

    Customising ICT for Visually Impaired Learners in South African Full-Service Schools: Perspectives from Teachers · 2026 · DOI

  • The research identifies several important directions for future work: Longitudinal Outcome Studies: Research should examine how participation in conceptually-rich science instruction affects long-term outcomes for students with SCD, including post-school transition, quality of life, and continued learning opportunities. Instructional Effectiveness Research: Studies are needed to identify effective instructional strategies for teaching science concepts to students with SCD, particularly approaches that balance accessibility with conceptual rigor. Technology-Enhanced Accessibility: Further exploration of how emerging technologies can enhance accessibility [14, 15] through adaptive interfaces, multimedia supports, and alternative response modes. Systemic Implementation: Research on systemic factors that support or hinder implementation of accessible science instruction, including policy contexts, resource allocation, and professional development structures. Cross-Disciplinary Applications: Examination of how the principles and approaches developed for science might apply to other content areas with similar conceptual demands. The ongoing development and refinement of the DLM science assessment system provides opportunities for continued research in these areas as the system scales to additional states and incorporates ongoing improvements based on implementation experience. https://journals.femington.com/ijcrms Int. J. Clin. Res. Med. Sci.

    Beyond Life Skills Reframing Science Access for Learners with Extensive Cognitive Support Needs · 2026 · DOI

  • Therefore, future studies are recommended to conduct experimental research on the effectiveness of the media, involve larger participant groups, improve compatibility across various screen-reader applications, develop additional materials based on the pelog tuning system, and integrate more interactive accessibility features within the e-book.

    Eduvocal “Nderes”: Developing an Accessible Slendro Vocal Learning E-Book for Visually Impaired Children · 2026 · DOI

  • Schools may strengthen inclusive education programs by implementing structured peer interaction, collaborative learning, and social participation activities that help reduce isolation among learners with special educational needs. Teachers may utilize learner-centered instructional strategies, peer-assisted activities, differentiated instruction, and inclusive classroom practices that encourage communication, participation, accessibility, and relationship-building among learners. School administrators may provide continuous professional development programs focusing on inclusive communication strategies, classroom accessibility, differentiated instruction, and learner support mechanisms to help teachers effectively address the diverse needs of learners with special educational needs. Parents, guardians, and other caregivers may actively participate in school-based inclusion programs and maintain regular communication with teachers to strengthen collaborative educational support for learners with special educational needs. Policymakers and educational leaders may utilize the findings in designing inclusive education policies, intervention programs, and accessibility initiatives that prioritize communication development, social participation, emotional inclusion, and learner belongingness within educational environments. Teacher education institutions may strengthen pre-service and in-service teacher preparation programs focusing on inclusive pedagogy, communication support strategies, accessibility accommodations, and learner-centered educational practices for diverse learners. Future researchers may conduct similar studies involving larger and more diverse populations and explore additional variables such as academic performance, emotional well-being, peer relationships, instructional strategies, and inclusive learning outcomes to further understand the factors influencing belongingness among learners with special educational needs. REFERENCES Al-Ahmed, T. H. (2025). Challenges facing special educational needs (SEN) teachers when communicating with the parents of children with disabilities (CWDS) from the perspective of teachers. SAGE Open, 15(3), 1–15. https://doi.org/10.1177/21582440251365760 Ampofo, J., Bentum-Micah, G., Qian, X., Sun, B., & Asumang, R. M. (2025). Exploring the role of teacher empathy in student mental health outcomes: A comparative SEM approach to understanding the complexities of emotional 557 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) support 15. https://doi.org/10.3389/fpsyg.2025.1503258 educational in settings. Frontiers in Psychology, 16(1), 1- Asakavičiūtė, V., Grincevičienė, V., Targamadzė, V., & Sederevičiūtė-Pačiauskienė, Ž. (2024).

    Quantitative analysis of isolation, communication, and mobility among learners with special educational needs · 2026 · DOI

  • language therapy. Journal of Neurology, disorders: for speech of in and neurology. augmentative Neurosurgery & Psychiatry. 2021 Oct 1;92(10):1112-25. bmj.com 3. Bölte S, Neufeld J, Marschik PB, Williams ZJ, Gallagher L, Lai MC. Sex and gender in neurodevelopmental conditions. Nature Reviews Neurology. 2023 Mar;19(3):136-59. nih.gov 4. Bennett K, Diamond C, Hoeritzauer I, Gardiner P, McWhirter L, Carson A, Stone J. A practical review of functional the neurological disorder (FND) for general physician. Clinical Medicine. 2021 1;21(1):28-36.

    The Intersection of Artificial Intelligence and Augmentative & Alternative Communication (AAC) for Autism · 2026 · DOI

  • Considering the significant findings revealed and conclusions drawn in this study, the researchers suggested the following recommendations. 1. Develop and implement a structured support system for learners with disabilities. Schools should establish dedicated intervention programs that cater to the specific needs of students with disabilities. 2. Promote the consistent and effective use of structured support system for learners with disabilities through clear implementation guidelines, ongoing monitoring of student progress, and strong collaboration among teachers, administrators, and support staff to maintain inclusive educational practices. 3. Strengthen the integration of assistive technology by improving access to resources and training and increase institutional and financial support for assistive technology implementation. 4. Provide regular teacher training and capacity-building programs and conduct further research on the long-term impact of assistive technology on student performance. 5. Promote strong collaboration between teachers, school administrators, parents, and support staff to enhance inclusive practices and ensure the holistic development of learners with disabilities. New knowledge and the effects on society and communities This research provides new understanding about the integration of assistive technology in mathematics instruction for learners with disabilities. It shows how tools such as screen readers, tactile graphics, interactive software, and digital manipulatives improve accessibility and engagement. These technologies help students with diverse needs participate more actively in learning and promote equal opportunities in education. The study also highlights the importance of teacher training and preparedness in using assistive technology. When teachers are equipped with the right knowledge and skills, they can adjust their teaching methods to support individual learning needs. This approach helps students become more confident, independent, and motivated to learn mathematics while reducing fear and anxiety. In a broader sense, the study contributes to building an inclusive society that values diversity and equality. Providing access to assistive technology allows learners with disabilities to become more involved in school and community activities. It encourages cooperation, empathy, and respect among students, teachers, and families. The findings can guide schools and policymakers in improving educational programs and creating inclusive environments. By supporting the use of assistive technology, communities can ensure that every learner has the opportunity to succeed academically and socially. This leads to stronger, more inclusive communities where education becomes a shared path toward progress and empowerment.

    Assistive Technology and Mathematics for Learners with Disabilities · 2026 · DOI

  • The study focused primarily on the perspectives of teachers regarding the difficulties encountered by learners with disabilities and the assistive technologies used in mathematics instruction. The perspectives and experiences of the learners with disabilities themselves were not directly included. 2. The study involved a limited number of participants from specific educational settings, which may limit the generalizability of the findings to other schools, regions, or educational contexts with different resources and support systems. 3. The data collected were based mainly on teachers’ self-reported experiences and perceptions, which may be influenced by personal biases, interpretations, or recall limitations. 4. The study specifically examined the integration of assistive technologies in mathematics instruction, and therefore the findings may not fully reflect the use and challenges of assistive technologies in other subject areas. 5. The study did not extensively examine the long-term effectiveness or impact of assistive technologies on learners’ mathematical achievement and independence, as it was limited to observations and experiences within a specific time frame.

    Assistive Technology and Mathematics for Learners with Disabilities · 2026 · DOI

  • The trends that were identified included (a) the overall success of AAC, (b) the prevalence of speech-generating devices (SGD) use, (c) the lack of communication within interdisciplinary teams, (d) the lack of DHH-specific research, and (e) the lack of standardised methods for AAC selection.

    Augmentative and alternative communication and deaf children with disabilities · 2024 · DOI

  • Very little is known about how unidentified dual sensory loss (DSL) may affect education and academic outcomes for students with extensive support needs (ESN).

    Identifying Dual Sensory Loss Among Students With Extensive Support Needs · 2024 · DOI

  • Given that educators need to plan lessons and design their classrooms with every child in mind prior to meeting them, guidance on the UDL framework is warranted.

    Universal Design for Learning: Promoting Access in Early Childhood Education for Deaf and Hard of Hearing Children · 2023 · DOI

  • Abstract While it is recognised that the numbers of students needing accessibility supports and accommodations are increasing exponentially, research on accommodations during the COVID-19 pandemic is still sparse.

    Secondary special education teachers’ experience with accessibility supports and accommodations before and during COVID-19 · 2022 · DOI

  • There is an extensive body of research that validates the use of augmentative and alternative communication for people with little or no speech (Beukelman & Mirenda, 2005) but little is known about.

    A voice for research and a voice for life. Providing participant communication supports. Commentary on “Social researchers and participants with intellectual disabilities and complex communication (access) needs. Whose capacity? Whose competence?” (Dee-Price, 2020) · 2020 · DOI

  • We also address gaps in the research while making suggestions for focusing future efforts to keep pace with changes in technology and the increasing implementation of CAI in special education classrooms.

    Computer Assisted Instruction to Teach Academic Content to Students With Intellectual Disability: A Review of the Literature · 2019 · DOI

  • Methods Students in three western states in grades three through eight who had visual ( n = 117) or print ( n = 178) disabilities participated in an abbreviated test constructed of retired assessment questions in English language arts, mathematics, and science, that were aligned with each state's instructional standards, under conditions with and without standardized description of graphic images.

    Audible Image Description as an Accommodation in Statewide Assessments for Students with Visual and Print Disabilities · 2017 · DOI

  • This generally positive finding is discussed in terms of the need to ensure fidelity of implementation and the need for additional research into the generalization and maintenance of outcomes from practitioner-implemented FCT interventions.

    Practitioner-Implemented Functional Communication Training · 2016 · DOI

  • Literature related to infants and toddlers who are DWD is scarce because of the heterogeneity of the population and because many disabilities may go undiagnosed until a child is older.

    Deafness and Diversity: Early Intervention · 2015 · DOI

  • Results indicated that all the participants showed increased use of verbs or nouns with the treatment materials, all the participants required less invasive prompts as the project progressed, and one participant had mixed results in the spontaneous use of nouns, increasing in their use in treatment and nontreatment conditions.

    Efficacy of Handheld Electronic Visual Supports to Enhance Vocabulary in Children With ASD · 2013 · DOI

  • Currently there is a lack of evidence existing on technology specifically to support students with emotional-behavior disorder (EBD) in schools (Fitzpatrick & Knowlton, 2009).

    Chapter 9 Technology and Students with Emotional and Behavioral Disorders · 2011 · DOI

  • Areas of noted interest warranting further exploration include participant behaviour in regard to limited length, depth, and frequency of individual web site browsing; participant difficulty with advanced navigation skills and eye–hand coordination connected to directed cursor movement and mouse manipulation; and web content readability levels.

    Testing a web information portal for people with learning disabilities · 2010 · DOI

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109 open questions have been extracted from the limitations and future-work passages of 2,785 Assistive Technology in Communication and Mobility papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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