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Impact of the Information and Communication Technologies on Students with Disabilities. A Systematic Review 2009–2019

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Department of Social Work and Social Services, Pablo de Olavide University, 41013 Seville, Spain
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Department of Education and Social Psychology, Pablo de Olavide University, 41013 Seville, Spain
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Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(20), 8603; https://doi.org/10.3390/su12208603
Received: 14 September 2020 / Revised: 14 October 2020 / Accepted: 15 October 2020 / Published: 17 October 2020
This article provides a bibliographic review of studies undertaken between 2009–2019 regarding the use of Information and Communication Technologies (ICTs) to support the learning of students with disabilities, included in the following databases: Web of Science (WoS,) Scopus, ERIC, SciELO, and Google Scholar. Through a descriptive and quantitative methodology, and using bibliometric maps, the most significant data are presented according to their citation and repercussion index. The results show that ICTs are decisive for student with disabilities but there is evidence of a lack of training by teachers. In this regard, findings show that both the quantity of articles published in the different databases and the citations they receive have a medium-low impact index, as well as a low application of them. View Full-Text
Keywords: ICT; disability; indexations; bibliometric; network analysis; scientific journals ICT; disability; indexations; bibliometric; network analysis; scientific journals
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Sarasola Sánchez-Serrano, J.L.; Jaén-Martínez, A.; Montenegro-Rueda, M.; Fernández-Cerero, J. Impact of the Information and Communication Technologies on Students with Disabilities. A Systematic Review 2009–2019. Sustainability 2020, 12, 8603.

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