Inclusive Design and the Use of Assistive Technology in the Classroom: A Systematic Review

Inclusive Design refers to the development of products that allow people with different abilities to use, promoting social inclusion. Assistive technology can be used by designers and other professionals to promote functionality, encouraging autonomy and independence when it comes to using a product. This study aims to understand adaptations and interventions in the classroom during activities regarding children with cerebral palsy. It is a systematic review according to the PRISMA guideline. 18 articles were included in this study and data was extracted from each of them. The results presented were divided into 3 categories: (a) General Data; (b) Participant Description; (c) Identification of assistive technology. The country with the most articles included was Sweden, followed by Brazil. Participants included children, teenagers, teachers, parents and health professionals, emphasizing the need of different professionals to work together and collaborate in the assistive technology service. Different assistive technologies were included in the analyzed studies and a variety of materials were used to adapt children with PC in the classroom. The results of this research can help designers to use metrics for product usability in order to meet the specific needs of each client and facilitate the process of product development.