Twenty Years of Educational Technology in Secondary Special Education Classrooms: A Systematic Review

This systematic review examined trends in educational technology use with secondary students with disabilities over the past twenty years (2004–2024). Across 290 studies, results highlighted a shift from early emphasis on computer-assisted instruction to diverse applications of tablets, laptops, mobile devices, and emerging tools such as virtual and augmented reality. The majority of studies employed single-case designs, with computers and tablets most frequently studied to support academic, functional, and behavioral outcomes. Despite evidence of positive gains, research disproportionately focused on students with learning disabilities and was less representative of other disability categories and inclusive settings. Findings suggest a need for more diverse, rigorous research designs to guide equitable technology integration. Implications for educators, researchers, and policymakers include aligning technology adoption with evidence-based practices to ensure accessibility for all learners.