Mulcahy, C. A., Camacho, K. A., & Fenty, N. S. (2024). A systematic review of research on technology use among students with high incidence disabilities . Exceptionality , 32 (3), 149–167. https://doi.org/10.1080/09362835.2023.2285272

Assessment accommodations were not specifically studied; the focus was on reviewing studies of instructional and assistive technologies used to support students with high incidence disabilities between 2010–2020.

Sixty-seven quantitative studies published in peer-reviewed journals between January 2010 and January 2020 that included 5,388 total students across the United States were included in the review. About 31% of participants had identified disabilities, with 57% of those having specific learning disabilities. The majority of studies were conducted in urban settings across elementary, middle, and high school levels.

A scoping review of eligible studies was conducted. Researchers coded and analyzed characteristics of participants, settings, intervention agents, types of interventions, dependent variables, and treatment fidelity across studies.

Computer-assisted instruction was the most common intervention (42% of studies), followed by mobile device applications (22% of studies). While most studies showed positive effects of technology interventions, there were gaps in research about writing interventions and studies involving students with emotional/behavioral disorders. The researchers noted concerns about treatment fidelity reporting and recommended more research on technology supporting active learning versus basic drill and practice.