Media Pendukung Pendidikan bagi Anak Neurodivergen di Sekolah Inklusi: Systematic Literature Review

Abstract

Inclusive education aims to provide equal learning opportunities for all students, including neurodivergent children such as those with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, and intellectual disabilities. However, neurodivergent children often face challenges in communication, social interaction, attention, and emotional regulation, which require appropriate learning media and assistive technologies. This study aims to identify and analyze the types of media used to support educational services for neurodivergent children in inclusive schools through a Systematic Literature Review (SLR) approach. The review process followed the PRISMA guidelines and analyzed 14 Scopus-indexed scientific articles published between 2020 and 2026. The findings reveal five main categories of media: assistive technologies based on Augmentative and Alternative Communication (AAC), digital educational applications, immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR), information and communication technology (ICT)-based media, and symbolic visual media. These media have proven effective in improving communication skills, social interaction, learning engagement, emotional regulation, and independence among neurodivergent students. In addition to supporting academic aspects, assistive media also play an important role in facilitating inclusive guidance and counseling services, particularly in helping emotional expression, interpersonal communication, and social development. This study contributes by presenting a comprehensive synthesis of media that support inclusive education and guidance and counseling services, while emphasizing the importance of integrating assistive technologies to support the holistic development of neurodivergent learners.