Technology-Based Education for Students with Disabilities: A Bibliometric Analysis
نویسندگان
1 Department of Social Sciences, Faculty of Social Sciences and Economics, Alzahra University, Tehran, Iran
2 Department of Sociology, University of Gujrat, Gujrat, Pakistan
3 Department of Sociology, Payame Noor University (PNU), Tehran, Iran
doi
10.22059/ijms.2025.372689.676556چکیده
This study aims to analyze the impact and significance of articles addressing technology-based education for students with disabilities by analyzing publications from 1964 to 2024 in Scopus. Using quantitative and qualitative methods, the study maps collaborations, key topics, and influential works via VOS viewer. Findings revealed the United States as the leading hub for international research collaboration. Quantitative analysis was conducted to highlight authorship, country contributions, and keyword trends, while qualitative reviews of 41 highly cited articles identified prevalent themes: the domination of review methodologies and key impacts, including ICT-assisted learning, assistive technologies, and virtual training, to enhance literacy, independence, and quality of life. It is important to mention here that top studies recommend technological, financial, and emotional support for effective implementation. The study provides a comprehensive overview of the field, guiding future research toward addressing gaps in technology-enabled education for disabled learners.
