Learners with disabilities face barriers that hinder their learning in the classroom, limiting their opportunities to participate equally in society. The increased need for greater inclusion of learners with disabilities has popularized the use of Assistive Technologies (AT) in education. This paper aims to conduct a systematic review to examine and evaluate the current state of use and effectiveness of assistive technologies in the classroom, with a focus on their role in promoting inclusivity for learners with disabilities. To achieve this, papers indexed in the Scopus and Web of Science (WoS) databases between 2013 and 2023 were reviewed. A sample of 37 articles met the inclusion criteria of this review. The findings demonstrate that although AT greatly improve inclusivity and accessibility among learners, resources, infrastructure, and teacher preparation are impeding their adoption, especially in rural areas. The paper emphasizes the importance that schools maintain AT integration through continual professional development and strong support networks. More funding for AT, thorough teacher preparation programs, and the creation of technical support teams within schools are needed. According to the findings, removing these obstacles is crucial to ensuring that all learners have fair and equal access to education. To strengthen inclusive education practices, future research should concentrate on case studies and longitudinal studies of successful AT integration in addition to policy assessments.

Keywords: Inclusive Education, Accessibility, Assistive Technology, Technology-Enhanced Learning.