Inclusive education and digital fabrication in teaching basic science to students with visual impairment: systematic literature review and trend analysis
Cesar Jhonnatan Horna-Saldaña, Juan Ernesto Perez-PerezPurpose
This article aims to conduct a systematic literature review and trend analysis on inclusive education and digital fabrication in basic science education for students with visual impairment.
Design/methodology/approach
A systematic literature review of inclusive education, digital fabrication and students with visual impairment was conducted. Twenty-four research articles were analyzed under the TCCM framework. Subsequently, VOSviewer Software was used to determine the level of association of the main clusters through keyword co-occurrence.
Findings
The results of this systematic review highlighted the critical role of digital fabrication and enabling technologies in inclusive education in basic science for students with visual impairment. Through the three clusters identified as inclusive tools, learning assessment and enabling technologies, it was evident that tools such as 3D printing and tactile graphics contribute significantly to the understanding of complex concepts.
Research limitations/implications
The literature review and bibliometric analysis was limited to Scopus and Web of Science databases and to the field of basic sciences.
Practical implications
The proposed ISCIEM-ET model offers a theoretical framework to strengthen the teaching-learning process of students with visual impairment in basic sciences, through personalization, autonomy and active learning.
Originality/value
From the theoretical perspective, a new comprehensive model is provided based on the triangulation of inclusive tools, learning assessment and enabling technologies, called Integrated Student-Centered Inclusive Education Model with Enabling Technologies (ISCIEM-ET).