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Cognitive accessibility in educational settings: a systematic review.

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Title: Cognitive accessibility in educational settings: a systematic review.
Authors: Orío-Aparicio, Cristina1 (AUTHOR), Álvarez-Couto, María2 (AUTHOR) macouto@comillas.edu, Beunza-García, Silvia1 (AUTHOR), Fenellós, Cristina Bel1 (AUTHOR), Biencinto-López, Chantal1 (AUTHOR), Rollón, Elena Estrada1 (AUTHOR), Manero, Patricia Villamor3 (AUTHOR), Molina, Elvira Carpintero1 (AUTHOR)
Source: European Journal of Special Needs Education. Apr2026, Vol. 41 Issue 2, p235-251. 17p.
Subject Terms: *Inclusive education, *Teacher competencies, *School environment, *Readability (Literary style), *Educational evaluation, Empirical research
Abstract: Cognitive accessibility, understood as the feature that aims to make the world easier to understand for all individuals and, in turn, seeks to ensure that everyone can make themselves understood, constitutes a fundamental right. However, despite recent legislative efforts, many environments still fail to meet the necessary characteristics to be cognitively accessible. This article addresses cognitive accessibility in relation to the educational field. A systematic review was conducted following PRISMA guidelines, with the aim of assessing the current state of the scientific literature on cognitive accessibility in education. To this end, databases such as ProQuest, Web of Science, and Scopus were consulted, and a total of nine articles were included. These studies primarily focus on two areas: the assessment of educational environments and inclusive teaching competencies. Their analysis reveals that the implementation of cognitive accessibility in education is limited and lacks rigorous evaluation to assess its impact. It is concluded that, although there is growing interest in cognitive accessibility in educational settings, more empirical studies and robust assessment tools are needed to measure its effectiveness. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Cognitive accessibility, understood as the feature that aims to make the world easier to understand for all individuals and, in turn, seeks to ensure that everyone can make themselves understood, constitutes a fundamental right. However, despite recent legislative efforts, many environments still fail to meet the necessary characteristics to be cognitively accessible. This article addresses cognitive accessibility in relation to the educational field. A systematic review was conducted following PRISMA guidelines, with the aim of assessing the current state of the scientific literature on cognitive accessibility in education. To this end, databases such as ProQuest, Web of Science, and Scopus were consulted, and a total of nine articles were included. These studies primarily focus on two areas: the assessment of educational environments and inclusive teaching competencies. Their analysis reveals that the implementation of cognitive accessibility in education is limited and lacks rigorous evaluation to assess its impact. It is concluded that, although there is growing interest in cognitive accessibility in educational settings, more empirical studies and robust assessment tools are needed to measure its effectiveness. [ABSTRACT FROM AUTHOR]
ISSN:08856257
DOI:10.1080/08856257.2025.2511354