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It examines ways AI technologies improve accessibility, deliver personalized learning for students with disabilities, and strengthen inclusive teaching practices. A structured search across six major databases (Scopus, Web of Science, Google Scholar, EBSCO, ERIC, ProQuest) covers 2017–2024 peer-reviewed studies, with AI-assisted tools used to improve retrieval. Twenty-one eligible studies are synthesized thematically, identifying personalization and assistive learning, implementation challenges, and AI ethics including fairness, transparency, and inclusive design.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-of-artificial-intelligence-in-special-and-inclusive-education-a-systematic-literature-review/599524/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-of-artificial-intelligence-in-special-and-inclusive-education-a-systematic-literature-review/599524.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the review?","Question",{"text":112,"@type":113},"To systematically explore how artificial intelligence supports special and inclusive education, including accessibility, personalized learning, and inclusive pedagogical practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were studies selected for analysis?",{"text":117,"@type":113},"The review used a structured search across Scopus, Web of Science, Google Scholar, EBSCO, ERIC, and ProQuest for peer-reviewed articles from January 2017 to December 2024, then analyzed 21 eligible studies using qualitative thematic synthesis.",{"name":119,"@type":110,"acceptedAnswer":120},"What key themes did the review identify?",{"text":121,"@type":113},"Three themes emerged: AI applications for personalization and assistive learning, challenges in implementation (including teacher readiness and user involvement), and ethical considerations such as fairness, transparency, and inclusive design.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599524,1792190500,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Contemporary Educational Technology, 2026, 18(2), ep652 ISSN: 1309-517X (Online)  \n OPEN ACCESS  Review Article  \nThe role of artificial intelligence in special and inclusive education: A systematic literature review  \nSurakrai Nantaburom 1  \n 0000-0002-0585-6911  \nSuthanit Wetcho 2*  \n 0000-0003-4668-528X  \n1 Thammasat Secondary School, Faculty of Learning Sciences and Education, Thammasat University, Bangkok, THAILAND  \n2 Faculty of Education, Kasetsart University, Bangkok, THAILAND  \n*  \nCorresponding author: suthanit.w@ku.th  \nCitation: Nantaburom, S., & Wetcho, S. (2026) . The role of artificial intelligence in special and inclusive education: A systematic literature review. Contemporary Educational Technology, 18(2), Article ep652 .  \n[https://doi.org/10.30935/cedtech/18489](https://doi.org/10.30935/cedtech/18489)  \nARTICLE INFO ABSTRACT  \n\n| Received: 26 Jun 2025\u003Cbr>Accepted: 11 Apr 2026 | 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. Thereview 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.\u003Cbr>Keywords: artificial intelligence, inclusive education, special education, educational technology, systematic literature review, AI ethics in education |\n| --- | --- |\n| INTRODUCTION |  |\n\nArtificial intelligence (AI) is a field within computer science dedicated to designing systems that simulate human cognitive processes—such as learning, reasoning, and decision-making—to enhance problem-solving across diverse contexts, including education (Dwivedi et al., 2021) . AI systems employ a variety of techniques, including neural networks, machine learning, expert systems, fuzzy logic, and swarm intelligence, to solve complex problems beyond the scope of traditional algorithms.  \nIn the educational domain, AI has been studied for over three decades, initially focusing on computerbased instruction and evolving into intelligent systems that support both formal and lifelong learning (Hamalet al., 2022) . The integration of AI into education has been accelerated by advancements in digital technologies, including smartphones, cloud computing, and big data. These developments have led to the emergence of intelligent tutoring systems, adaptive learning environments, and educational chatbots that offer personalized support and enhance accessibility. Recent literature categorizes artificial intelligence in education (AIED) into five core research themes:  \n(1) adaptive learning and personalized instruction,  \n(2) deep learning applications in online learning,  \n(3) human-AI interaction in educational settings,  \n(4) the use of AI-generated data for learning analytics (LA), and  \n(5) AI’s role in higher education (Bozkurt et al.,","cbCaicU9eFIyMLZ3","https://ap.wps.com/l/cbCaicU9eFIyMLZ3","pdf",321581,11,"English","# Introduction\n## Artificial intelligence in education\n## Ethical implications and research gaps\n## Purpose and scope of the review","[{\"question\":\"What is the main purpose of the review?\",\"answer\":\"To systematically explore how artificial intelligence supports special and inclusive education, including accessibility, personalized learning, and inclusive pedagogical practices.\"},{\"question\":\"How were studies selected for analysis?\",\"answer\":\"The review used a structured search across Scopus, Web of Science, Google Scholar, EBSCO, ERIC, and ProQuest for peer-reviewed articles from January 2017 to December 2024, then analyzed 21 eligible studies using qualitative thematic synthesis.\"},{\"question\":\"What key themes did the review identify?\",\"answer\":\"Three themes emerged: AI applications for personalization and assistive learning, challenges in implementation (including teacher readiness and user involvement), and ethical considerations such as fairness, transparency, and inclusive design.\"}]","The role of artificial intelligence in special and inclusive education - A systematic literature review | PDF",1792088934,28]