Investigating the Impact of Technology on Language Teaching for People with Severe/Profound Intellectual and Multiple Disabilities: A Systematic Review with Bibliometric Keyword Analysis

Background: Severe/profound intellectual and multiple disabilities (S/PIMD) significantly limit individuals’ communication and language development, making technology-supported interventions increasingly important in the field of special education. However, research trends, intervention focuses, and learning outcomes in this field remain fragmented. Therefore, a comprehensive synthesis is needed to understand how technology is used in language teaching for individuals with S/PIMD. This research aimed to present a compilation that determines the impact of technology use in language teaching on individuals with S/PIMD and to present a review to understand the trends in this field. Methods: This study employed a systematic review approach and bibliometric keyword network analysis. These articles were analyzed with a bibliometric keyword network to determine the tendency of the literature on the use of technology in language teaching and to reveal the concepts associated with it. With the systematic analysis, studies on the role of technology in language teaching of individuals with S/PIMD have been revealed in depth. There were no constraints on the search timeframe. As a result of the search, a total of 1050 documents were identified from the Web of Science (n=131), Scopus (n=52), Education Resources Information Center (ERIC) (n=11), and EBSCO (n=856) databases. These documents were reviewed according to the inclusion and exclusion criteria, and 16 articles were identified for the study. Results: In the keyword network analysis of studies related to language teaching for individuals with S/PIMD, 12 clusters were identified. While most clusters are interconnected, two distinct clusters, each with its own internal relationship, are isolated from the others. These clusters, which focus on specific methodologies and recent studies, highlight keywords such as "augmentative and alternative communication (AAC)", "complex communication needs", “communication”, "assistive technology”, “severe disability” and "intervention." These terms underscore the critical role of technology and tailored communication strategies in effectively educating individuals with S/PIMD. Based on the systematic analysis findings, studies on technology-supported AAC applications show their strong positive effects on language and literacy skills in individuals with S/PIMD. Key technologies included programming apps, phonetic tools, iPads, and robotics. These tools improve various language skills, although users must be capable of using them effectively. Additionally, AAC technologies enhance communication skills, including social interaction and functional communication, with recent advances, such as augmented reality, also contributing positively. Conclusion: Technology-supported interventions, particularly those based on AAC, play a critical role in enhancing language development and communication outcomes in individuals with S/PIMD. Based on these findings, it is recommended to enhance user training for the effective use of AAC technologies, integrate a variety of assistive tools to address diverse needs, and explore the potential of augmented reality for communication development. Additionally, focusing on both basic and abstract communication skills with AAC technologies and regularly evaluating their impact can help refine and improve the intervention strategies.