Qatar University (QU) has published a systematic literature review investigating the applications of Artificial Intelligence (AI) in special education, with a particular focus on supporting students with disabilities.
This study aims to provide a comprehensive overview of how AI technologies are being utilised to enhance learning outcomes, increase engagement, and address the unique challenges faced by students with disabilities in educational settings.
Prof Maha al-Hendawi, Professor of Special Education, Esraa Hussein, research assistant and academic adviser and Menatalla Hussein, research assistant, master’s programme in Special Education College of Education-Qatar University are involved in this project.
According to an article, “Towards Empowering and Enhancing the Capabilities of Students with Disabilities” on the latest edition of the QU Research Magazine, the integration of AI into special education represents a significant leap forward in the ability to provide personalised, adaptive, and inclusive learning experiences for students with diverse needs.
The research team notes that there are a number of key areas where AI is making a substantial impact. AI-powered tools offer customised educational content tailored to each student’s unique needs, knowledge levels, interests, and abilities. This personalisation helps to optimise the learning process and improve academic performance.
The study notes that AI-driven assistive devices help students with disabilities overcome communication barriers, fostering greater inclusion in the classroom and enhancing their ability to participate in educational activities. AI systems support the management of classroom behaviour and encourage positive social interactions, which is particularly beneficial for students with cognitive or behavioural challenges.
The study highlights that applications such as virtual reality and emotion recognition tools provide real-time feedback to assist students in regulating their emotions, an essential skill for many learners with disabilities. AI technologies, including robotic aids and smart prosthetics, enhance mobility and independence for students with physical disabilities, allowing them to engage more fully in educational activities.
The literature review has revealed a significant gap in research on AI applications in special education within the Middle East. Out of the numerous studies examined, only three were conducted in this region. This underrepresentation highlights a critical need for increased investment in AI research and development, particularly in the context of special education, within Arab countries.
The limited research in this area suggests that the region may be at risk of falling behind in the global advancements of AI-driven education. This gap is particularly concerning given the potential of AI to address unique educational challenges faced in the Arab world. AI systems can be developed to address the specific linguistic and cultural needs of Arab students with disabilities, ensuring that educational content and support are culturally relevant and accessible.
This systematic literature review highlights the transformative potential of AI in special education. From personalised learning experiences to advanced assistive technologies, AI is opening new doors for students with disabilities, helping them overcome barriers and achieve their full potential. However, the lack of research in this field within the Arab world presents both a challenge and an opportunity.
It stresses that there is an urgent need for increased investment in AI studies and development in special education across Arab countries. This investment should focus on conducting rigourous studies to evaluate the effectiveness of AI interventions in local educational contexts; training educators and special education professionals in the use of AI technologies and fostering collaborations between educational institutions, technology companies, and government bodies to drive innovation in this field.
Prof Maha al-Hendawi
