Artificial Intelligence in Special Education: Assistive Technologies for Students with Learning Disabilities

Abstract

This study investigated the application of Artificial Intelligence (AI) as assistive technology in special education, focusing on its impact on students with learning disabilities such as dyslexia, ADHD, and autism spectrum disorder. A structured literature review was conducted following the PRISMA 2020 guidelines. Electronic search databases from 2017–2026, using keywords related to AI, assistive technology, and learning disabilities, yielded 127 records. After duplicate removal and screening against predefined inclusion/exclusion criteria, 11 peer-reviewed studies were selected for in-depth qualitative synthesis. The review identified several key AI-powered assistive technologies, including adaptive learning platforms, smartglasses, “hausar kurma”, that demonstrate significant potential in personalizing instruction, improving academic engagement, and supporting socio-emotional development. The study also identified some challenges such as high cost and financial constraint, data privacy and security concerns, algorithmic bias and representational issues, among others.