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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]
Copyright of European Journal of Special Needs Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Cognitive accessibility in educational settings: a systematic review.
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  Data: <searchLink fieldCode="AR" term="%22Orío-Aparicio%2C+Cristina%22">Orío-Aparicio, Cristina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Álvarez-Couto%2C+María%22">Álvarez-Couto, María</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> macouto@comillas.edu</i><br /><searchLink fieldCode="AR" term="%22Beunza-García%2C+Silvia%22">Beunza-García, Silvia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fenellós%2C+Cristina+Bel%22">Fenellós, Cristina Bel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Biencinto-López%2C+Chantal%22">Biencinto-López, Chantal</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rollón%2C+Elena+Estrada%22">Rollón, Elena Estrada</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Manero%2C+Patricia+Villamor%22">Manero, Patricia Villamor</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Molina%2C+Elvira+Carpintero%22">Molina, Elvira Carpintero</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Special+Needs+Education%22">European Journal of Special Needs Education</searchLink>. Apr2026, Vol. 41 Issue 2, p235-251. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+competencies%22">Teacher competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Readability+%28Literary+style%29%22">Readability (Literary style)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of European Journal of Special Needs Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192344613
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        Value: 10.1080/08856257.2025.2511354
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        Text: English
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      – SubjectFull: Inclusive education
        Type: general
      – SubjectFull: Teacher competencies
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      – SubjectFull: School environment
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      – SubjectFull: Readability (Literary style)
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      – SubjectFull: Educational evaluation
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              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
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