Artificial Intelligence for Students with Disabilities: A Systematic Review

Abstract

This systematic review investigates the utilization of artificial intelligence (AI) technologies to facilitate the education of students with disabilities.  After evaluating 128 records, 12 empirical and conceptual articles from 2020 to 2025 were included in accordance with PRISMA.  The review encompasses the categories of disability considered, the types of AI tools used, the reported educational outcomes, methodological quality, and research gaps. Studies reveal that AI applications such as intelligent tutoring systems, adaptive learning systems, speech recognition software, and virtual reality environments are full of potential to adapt, make available, and make learning enjoyable for students with intellectual, learning, sensory, and physical disabilities. In spite of such potential, research cites some barriers, including few large-scale empirical studies, ethical issues within algorithmic fairness and data privacy, inadequate teacher preparation, and underrepresentation of certain disability groups. The review is exceptional in calling for interdisciplinarity, investment in teacher professional learning, and designing ethical policy to inform AI integration. Subsequent research will have to confront longitudinal effect, education and health data integration, and uptake in low-resource, heterogeneous environments. AI, in its appropriate role, may facilitate inclusive pedagogy and enable students with disabilities to achieve their full potential.