Assistive Technology and Participation in Inclusive K-12 Science and STEM Education: A Systematic Mapping Review

This systematic mapping review examines how assistive technology and universal design for learning (UDL) address barriers to participation in inclusive kindergarten-to-grade-12 (K-12) science and science, technology, engineering, and mathematics (STEM) education. Crossref, OpenAlex, and ERIC were searched in November 2024 and a second search wave was conducted on 9 June 2026. Two researchers screened records and extracted data using predefined criteria, resolving disagreements through discussion and, when needed, third-researcher adjudication. Fifty-eight records published between 2010 and 2026 were synthesized by accessibility domain, support function, and qualitative theme. The map included direct K-12 science/STEM evidence alongside explicitly classified adjacent and transferable evidence relevant to K-12 inclusion. Prominent areas included tactile and three-dimensional materials, graphic accessibility, and adaptive representations. Smaller clusters addressed augmentative and alternative communication (AAC), eye-gaze speech-generating devices, sign-supported media, and accessible assessment. The emerging artificial intelligence (AI) literature included classroom interaction evidence alongside conceptual and review contributions. Across this heterogeneous literature, accessible materials were frequently considered together with teacher scaffolding, communication opportunities, and institutional support. The mapping therefore indicates that evaluation should consider learners’ contributions to scientific activity as well as access to content. The review maps reported practices and evidence gaps; it does not estimate comparative technology effectiveness.