The role of artificial intelligence in special and inclusive education: A systematic literature review

In response to the growing global integration of artificial intelligence (AI) in education, this systematic literature review explores its role in supporting special and inclusive education. The review focuses on how AI technologies enhance accessibility, provide personalized learning experiences for students with disabilities, and support inclusive pedagogical practices. A systematic search was conducted across six major databases—Scopus, Web of Science, Google Scholar, EBSCO, ERIC, and ProQuest—for peer-reviewed articles published between January 2017 and December 2024. AI-assisted platforms, such as Semantic Scholar and Consensus, were also utilized to strengthen the search process. Twenty-one eligible studies were selected and analyzed through qualitative thematic synthesis. Three major themes emerged: (1) AI applications for personalization and assistive learning, (2) challenges in implementation, including teacher readiness and user involvement, and (3) ethical considerations such as fairness, transparency, and inclusive design. The review highlights AI’s transformative potential in advancing equitable education, while emphasizing the need for ethical frameworks, co-design with users, and systemic support. The findings suggest that future efforts should focus on curriculum integration, policy development, and capacity-building among educators to ensure that AI technologies are implemented effectively and inclusively.