AI for Inclusive Learning: A Review of Adaptive Technologies for Disabled Students
DOI:
10.29303/jppipa.v11i12.13144Published:
2025-12-31Downloads
Abstract
This paper explores the intersection of artificial intelligence (AI) and inclusive education, focusing on how AI technologies support learning for students with disabilities. AI-driven tools, such as intelligent tutoring systems, speech-to-text applications, and text-to-speech readers, offer personalized, adaptive, and accessible learning experiences. These tools enhance academic engagement and foster independence for students with cognitive, sensory, or physical disabilities. A systematic literature review of recent studies (2020–September 2025) was conducted, analyzing research from the fields of education, health, and technology to identify trends, benefits, and challenges. The review reveals growing interdisciplinary interest; key results indicate that while AI enhances student engagement and independence, significant challenges remain. The paper concludes that AI, when developed responsibly and used collaboratively, has the potential to transform inclusive education, but requires supportive policies, ethical frameworks, and equitable access. The findings emphasize the central role of teachers in guiding AI implementation and interpreting its outputs. It is concluded that AI has vast potential to transform inclusive education, but realizing this requires supportive policies, robust ethical frameworks, and equitable access, ensuring teachers remain central to the learning process.
Keywords:
Adaptive Technology Artificial Intelligence Inclusive Learning StudentsReferences
Syahrial, D., Amin, M., & Wulandari, I. (2020). Multimedia-based learning to improve conceptual understanding of students. JPPIPA, 6(4), 229–236.
Toyokawa, T., et al. (2023). Challenges and opportunities of AI in inclusive education: A case study of data-enhanced active reading in Japan. Smart Learning Environments.
Tsouktakou, A., et al. (2024). The use of artificial intelligence in the education of people with visual impairment. World Journal of Advanced Engineering Technology and Sciences.
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://doi.org/10.18356/ea61377a-en
Williamson, B., & Eynon, R. (2020). Historical threads, missing strands, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798990
Yechuri, S., & Ahmed, T. (2024). Personalized learning through artificial intelligence for special education. Computers & Education: Artificial Intelligence, 6, 100183. https://doi.org/10.1016/j.caeai.2024.100183
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Zhou, M., & Brown, D. (2023). Artificial intelligence and accessibility: Exploring equitable pathways in digital education. Computers in Education Journal, 14(3), 102–118. https://doi.org/10.1002/ceej.12345
License
Copyright (c) 2025 Eviyona Laurenta Br Barus, Wawan Bunawan, Dimas Ridho
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
