ASSISTIVE TECHNOLOGIES IN PHYSICS EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Abstract

Teaching Physics to students with visual impairments presents challenges that limit equity and inclusive educational practices. Although publications on Assistive Technologies have increased significantly between 2015 and 2025, there remains a noticeable shortage of research specifically focused on their application in Physics education. This study aimed to map trends in the use of Assistive Technologies in Physics teaching for students with visual impairments through a Systematic Literature Review, following the guidelines proposed by Kitchenham and Charters (2007). Publications from the BDTD, SciELO, and CAPES Journal Portal databases were analyzed using predefined descriptors. Of the 532 studies initially identified, 30 met the inclusion criteria. The synthesis revealed an expanding field characterized by innovation in tactile resources and inclusive pedagogical strategies. However, gaps in the evaluation of effectiveness and theoretical foundations highlight the need for more robust research and targeted teacher training to strengthen inclusive practices. It is expected that this systematic review will provide guidelines for future studies and serve as a reference for educators and researchers interested in the potential of Assistive Technologies in Physics education for students with visual impairments.