This scoping review aims to synthesize evidence on ICT interventions applied for children/youth with motor disabilities, aged up to 18 years, to participate in education, communication, and leisure, as well as their benefits and implementation challenges.
This review referred to the recommendations of JBI Manual for Evidence Synthesis (2020) and involved the five phases suggested by Arksey and O’Malley (2005). We systematically searched empirical studies published between January 2012 and May 2024 across five databases - PubMed, CINAHL, ERIC, PsycINFO, and Scopus. Out of 240 articles screened by two independent researchers, a total of 20 met the inclusion criteria. Data were extracted according to the types of ICT, intervention features, outcome assessments, the extent of benefits, and intervention barriers.
Findings show increasing global evidence of ICT interventions for children/youth with motor disabilities, although most were small scales. More than half of the studies focused on specialized access solutions, such as microswitch-based technology, switch-controlled computers and robots, and eye-gaze technology for children/youth with severe motor difficulties along with complex communication needs, enabling their participation in choice-making, academic activities, and interactions with others. Some studies centered on personalized computer adaptations (e.g., speech-to-text software, computer-based writing) and Internet access for children/youth to participate in digital social and educational activities. ICT interventions demonstrated benefits in enhancing children’s involvement in school tasks and leisure, as well as facilitating communicative interactions and social participation. Barriers such as less user-friendly programs aligned with universal design principles, insufficient technology knowledge among stakeholders, and a lack of follow-up services from assistive technology teams may hinder the effective use of ICT.
The ICT interventions, despite heterogeneity, show benefits in enhancing access and engagement in educational tasks, communication, and social participation for children/youth with motor disabilities. To improve implementation, it is essential to promote ICT training for stakeholders and follow-up support to tailor ICT to individual needs, abilities, and motivations. Future research should investigate ICT implementation in inclusive environments, the benefits of multimedia and AI-based programs for children with motor disabilities, and the long-term impacts of ICT on promoting inclusion and participation.
Appropriate ICT can support education accessibility and equitable participation in learning environments alongside peers for children/youth with motor disabilities. Physiotherapists, as key members of assistive technology teams, should collaborate with educators and other service providers to customize/adapt ICT based on children’s evolving needs and integrate its use in natural environments. In-service education is essential for physiotherapists to optimize ICT interventions that support the participation and inclusion of children/youth with motor disabilities.
computer-based assistive technology
motor impairments
