Use of AI to improve the teaching-learning process in children with special abilities
DOI:
https://doi.org/10.62486/latia202321Keywords:
artificial intelligence, special education, assistive technologies, personalization of learning, accessibilityAbstract
Through adaptive and assistive technologies, AI enables deep personalization of learning, as well as adjusting content and pacing based on each student's individual needs. These systems not only optimize the delivery of educational material, but also offer new forms of interaction and accessibility for students with physical, visual and hearing disabilities. The research was conducted with the purpose of exploring how artificial intelligence (AI) has revolutionized special education. The results indicate that the implementation of tools such as speech recognition, brain-computer interfaces and text-to-speech software significantly improves student autonomy and participation in the classroom. However, the data also highlights the importance of addressing ethical and accessibility issues, ensuring that these technological advances benefit all students equitably and without compromising their security or privacy. The inquiry concluded that, while AI presents transformative opportunities for special education, its integration requires thoughtful approaches that prioritize inclusion and equity.
References
Chen L, Chen P, Lin Z. Artificial Intelligence in Education: A Review. IEEE Access. 2020;8:75264–78. https://doi.org/10.1109/ACCESS.2020.2988510 DOI: https://doi.org/10.1109/ACCESS.2020.2988510
Chen X, Xie H, Hwang GJ. A multi-perspective study on Artificial Intelligence in Education: grants, conferences, journals, software tools, institutions, and researchers. Computers and Education: Artificial Intelligence. 2020;1:100005. https://doi.org/10.1016/j.caeai.2020.100005 DOI: https://doi.org/10.1016/j.caeai.2020.100005
Marino MT, Vasquez E, Dieker L, Basham J, Blackorby J. The Future of Artificial Intelligence in Special Education Technology. Journal of Special Education Technology. 2023;38(3):404–16. https://doi.org/10.1177/01626434231165977 DOI: https://doi.org/10.1177/01626434231165977
Crispel O, Kasperski R. The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education. 2021;25(9):1079–90. https://doi.org/10.1080/13603116.2019.1600590 DOI: https://doi.org/10.1080/13603116.2019.1600590
Kauffman JM, Ahrbeck B, Anastasiou D, Badar J, Felder M, Hallenbeck BA. Special Education Policy Prospects: Lessons From Social Policies Past. Exceptionality. 2021;29(1):16–28. https://doi.org/10.1080/09362835.2020.1727326 DOI: https://doi.org/10.1080/09362835.2020.1727326
Ainscow M. Inclusion and equity in education: Making sense of global challenges. Prospects. 2020;49(3–4):123–34. https://doi.org/10.1007/s11125-020-09506-w DOI: https://doi.org/10.1007/s11125-020-09506-w
Francisco MPB, Hartman M, Wang Y. Inclusion and Special Education. Education Sciences. 2020;10(9):238. https://doi.org/10.3390/educsci10090238 DOI: https://doi.org/10.3390/educsci10090238
Kenny N, McCoy S, Mihut G. Special education reforms in Ireland: changing systems, changing schools. International Journal of Inclusive Education. 2020;1–20. ttps://doi.org/10.1080/13603116.2020.1821447 DOI: https://doi.org/10.1080/13603116.2020.1821447
Zdravkova K. The Potential of Artificial Intelligence for Assistive Technology in Education. Handbook on Intelligent Techniques in the Educational Process. Cham: Springer International Publishing; 2022. p. 61–85. (Learning and Analytics in Intelligent Systems; vol. 29). https://doi.org/10.1007/978-3-031-04662-9_4 DOI: https://doi.org/10.1007/978-3-031-04662-9_4
Müftüoğlu Z, Kızrak MA, Yıldırım T. Privacy-Preserving Mechanisms with Explainability in Assistive AI Technologies. Advances in Assistive Technologies. Cham: Springer International Publishing; 2022. p. 287–309. (Learning and Analytics in Intelligent Systems; vol. 28). https://doi.org/10.1007/978-3-030-87132-1_13 DOI: https://doi.org/10.1007/978-3-030-87132-1_13
Danemayer J, Holloway C, Cho Y, Berthouze N, Singh A, Bhot W, et al. Seeking information about assistive technology: Exploring current practices, challenges, and the need for smarter systems. International Journal of Human-Computer Studies. 2023;177:103078. https://doi.org/10.1016/j.ijhcs.2023.103078 DOI: https://doi.org/10.1016/j.ijhcs.2023.103078
Mitra S, Lakshmi D, Govindaraj V. Data Analysis and Machine Learning in AI-Assisted Special Education for Students With Exceptional Needs. Advances in Educational Technologies and Instructional Design. IGI Global; 2023. p. 67–109. https://doi.org/10.4018/979-8-3693-0378-8.ch004 DOI: https://doi.org/10.4018/979-8-3693-0378-8.ch004
Meshram VA, Kumar S, Meshram VV, Patil V, Patil K, Bewoor L, et al. Methodology and Framework for AI-Based Solutions for Special Education. Advances in Educational Technologies and Instructional Design. IGI Global; 2023. p. 23–46. https://doi.org/10.4018/979-8-3693-0378-8.ch002 DOI: https://doi.org/10.4018/979-8-3693-0378-8.ch002
Dai CP, Ke F. Educational applications of artificial intelligence in simulation-based learning: A systematic mapping review. Computers and Education: Artificial Intelligence. 2022;3:100087. https://doi.org/10.1016/j.caeai.2022.100087 DOI: https://doi.org/10.1016/j.caeai.2022.100087
Gage NA. Where Now? Alternative Futures for Special Education. Revitalizing Special Education. Emerald Publishing Limited; 2022. p. 203–19. https://doi.org/10.1108/978-1-80117-494-720221011 DOI: https://doi.org/10.1108/978-1-80117-494-720221011
Bates T, Cobo C, Mariño O, Wheeler S. Can artificial intelligence transform higher education? International Journal of Educational Technology in Higher Education. 2020;17(1):42. https://doi.org/10.1186/s41239-020-00218-x DOI: https://doi.org/10.1186/s41239-020-00218-x
Sánchez-Castillo V, Pérez-Gamboa AJ, Gómez-Cano CA. Trends and evolution of Scientometric and Bibliometric research in the SCOPUS database. Bibliotecas, Anales de Investigacion. 2024;20(1). http://revistas.bnjm.sld.cu/index.php/BAI/article/view/834
Carmona-Serrano N, López-Belmonte J, Cuesta-Gómez JL, Moreno-Guerrero AJ. Documentary Analysis of the Scientific Literature on Autism and Technology in Web of Science. Brain Sciences. 2020;10(12):985. https://doi.org/10.3390/brainsci10120985 DOI: https://doi.org/10.3390/brainsci10120985
Morgan H. Conducting a Qualitative Document Analysis. The Qualitative Report. 2022;27(1):64-77. https://doi.org/10.46743/2160-3715/2022.5044 DOI: https://doi.org/10.46743/2160-3715/2022.5044
Pataranutaporn P, Danry V, Leong J, Punpongsanon P, Novy D, Maes P, et al. A Step-by-Step Guide to Conducting an Integrative Review. Cham: Springer International Publishing; 2020. https://doi.org/10.1007/978-3-030-37504-1 DOI: https://doi.org/10.1007/978-3-030-37504-1
Pomerantsev AL, Rodionova OYe. New trends in qualitative analysis: Performance, optimization, and validation of multi-class and soft models. TrAC Trends in Analytical Chemistry. 2021;143:116372. https://doi.org/10.1016/j.trac.2021.116372 DOI: https://doi.org/10.1016/j.trac.2021.116372
Johnson JL, Adkins D, Chauvin S. A Review of the Quality Indicators of Rigor in Qualitative Research. American Journal of Pharmaceutical Education. 2020;84(1):7120. https://doi.org/10.5688/ajpe7120 DOI: https://doi.org/10.5688/ajpe7120
Gómez Cano CA. Hidden knowledge networks: Influence of invisible colleges on scientific research. AWARI. 2023;4. https://doi.org/10.47909/awari.50 DOI: https://doi.org/10.47909/awari.50
Goyanes M, De-Marcos L. Academic influence and invisible colleges through editorial board interlocking in communication sciences: a social network analysis of leading journals. Scientometrics. 2020;123:791–811. https://doi.org/10.1007/s11192-020-03401-z DOI: https://doi.org/10.1007/s11192-020-03401-z
Park HW. Invisible college within triple helix and social network studies in the age of big data. Quality & Quantity. 2020;54(1):193–5. https://doi.org/10.1007/s11135-020-00967-x DOI: https://doi.org/10.1007/s11135-020-00967-x
Pérez Gamboa AJ. Contribution of graph theory to the understanding of social dynamics. AWARI. 2023;4. https://doi.org/10.47909/awari.51 DOI: https://doi.org/10.47909/awari.51
Abulibdeh A, Zaidan E, Abulibdeh R. Navigating the confluence of artificial intelligence and education for sustainable development in the era of industry 4.0: Challenges, opportunities, and ethical dimensions. Journal of Cleaner Production. 2024;437:140527. https://doi.org/10.1016/j.jclepro.2023.140527 DOI: https://doi.org/10.1016/j.jclepro.2023.140527
Maghsudi S, Lan A, Xu J, Van Der Schaar M. Personalized Education in the Artificial Intelligence Era: What to Expect Next. IEEE Signal Processing Magazine. 2021;38(3):37–50. https://doi.org/10.1109/MSP.2021.3055032 DOI: https://doi.org/10.1109/MSP.2021.3055032
Bhutoria A. Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model. Computers and Education: Artificial Intelligence. 2022;3:100068. https://doi.org/10.1016/j.caeai.2022.100068 DOI: https://doi.org/10.1016/j.caeai.2022.100068
Srinivasa KG, Kurni M, Saritha K. Harnessing the Power of AI to Education. Learning, Teaching, and Assessment Methods for Contemporary Learners. Singapore: Springer Nature Singapore; 2022. p. 311–42. (Springer Texts in Education). https://doi.org/10.1007/978-981-19-6734-4_13 DOI: https://doi.org/10.1007/978-981-19-6734-4_13
Parashar B, Sharma R, Parashar V, Rana G, Nayyar A, Harish V. An Overview of the Accessibility and Need of AI Animation Tools for Specially Abled Students. Advances in Educational Technologies and Instructional Design. IGI Global; 2023. p. 1–22. https://doi.org/10.4018/979-8-3693-0378-8.ch001 DOI: https://doi.org/10.4018/979-8-3693-0378-8.ch001
Ruiz-Rojas LI, Acosta-Vargas P, De-Moreta-Llovet J, Gonzalez-Rodriguez M. Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix. Sustainability. 2023;15(15):11524. https://doi.org/10.3390/su151511524 DOI: https://doi.org/10.3390/su151511524
Hopcan S, Polat E, Ozturk ME, Ozturk L. Artificial intelligence in special education: a systematic review. Interactive Learning Environments. 2023;31(10):7335–53. https://doi.org/10.1080/10494820.2022.2067186 DOI: https://doi.org/10.1080/10494820.2022.2067186
Molefi RR, Ayanwale MA, Kurata L, Chere-Masopha J. Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources. Computers and Education Open. 2024;6:100191. https://doi.org/10.1016/j.caeo.2024.100191 DOI: https://doi.org/10.1016/j.caeo.2024.100191
Ouyang F, Jiao P. Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence. 2021;2:100020. https://doi.org/10.1016/j.caeai.2021.100020 DOI: https://doi.org/10.1016/j.caeai.2021.100020
Vistorte AOR, Deroncele-Acosta A, Ayala JLM, Barrasa A, López-Granero C, Martí-González M. Integrating artificial intelligence to assess emotions in learning environments: a systematic literature review. Frontiers in Psychology. 2024;15:1387089. https://doi.org/10.3389/fpsyg.2024.1387089 DOI: https://doi.org/10.3389/fpsyg.2024.1387089
McStay A. Emotional AI and EdTech: serving the public good? Learning, Media and Technology. 2020;45(3):270–83. https://doi.org/10.1080/17439884.2020.1686016 DOI: https://doi.org/10.1080/17439884.2020.1686016
Kaklauskas A, Abraham A, Ubarte I, Kliukas R, Luksaite V, Binkyte-Veliene A, et al. A Review of AI Cloud and Edge Sensors, Methods, and Applications for the Recognition of Emotional, Affective and Physiological States. Sensors. 2022;22(20):7824. https://doi.org/10.3390/s22207824 DOI: https://doi.org/10.3390/s22207824
Joshi ML, Kanoongo N. Depression detection using emotional artificial intelligence and machine learning: A closer review. Materials Today: Proceedings. 2022;58:217–26. https://doi.org/10.1016/j.matpr.2022.01.467 DOI: https://doi.org/10.1016/j.matpr.2022.01.467
Pérez Valdivia YO, Rojas Sánchez GA, Sánchez Castillo V, Pérez Gamboa AJ. La categoría bienestar psicológico y su importancia en la práctica asistencial: una revisión semisistemática. Revista Información Científica. 2024;103:19. https://doi.org/10.5281/zenodo.10615337
Dhiman S, Sahu PK, Reed WR, Ganesh GS, Goyal RK, Jain S. Impact of COVID-19 outbreak on mental health and perceived strain among caregivers tending children with special needs. Research in Developmental Disabilities. 2020;107:103790. https://doi.org/10.1016/j.ridd.2020.103790 DOI: https://doi.org/10.1016/j.ridd.2020.103790
McNicholl A, Casey H, Desmond D, Gallagher P. The impact of assistive technology use for students with disabilities in higher education: a systematic review. Disability and Rehabilitation: Assistive Technology. 2021;16(2):130–43. https://doi.org/10.1080/17483107.2019.1642395 DOI: https://doi.org/10.1080/17483107.2019.1642395
McNicholl A, Desmond D, Gallagher P. Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education. Disability and Rehabilitation: Assistive Technology. 2023;18(1):50–8. https://doi.org/10.1080/17483107.2020.1854874 DOI: https://doi.org/10.1080/17483107.2020.1854874
Bhatt P, Muduli A. Artificial intelligence in learning and development: a systematic literature review. European Journal of Training and Development. 2023;47(7/8):677–94. https://doi.org/10.1108/EJTD-09-2021-0143 DOI: https://doi.org/10.1108/EJTD-09-2021-0143
Adnan M, Xiao B, Ali MU, Bibi S, Yu H, Xiao P, et al. Human inventions and its environmental challenges, especially artificial intelligence: New challenges require new thinking. Environmental Challenges. 2024;16:100976. https://doi.org/10.1016/j.envc.2024.100976 DOI: https://doi.org/10.1016/j.envc.2024.100976
Kuddus K. Artificial Intelligence in Language Learning: Practices and Prospects. Advanced Analytics and Deep Learning Models. 1a ed. Wiley; 2022. p. 1–17. https://doi.org/10.1002/9781119792437.ch1 DOI: https://doi.org/10.1002/9781119792437.ch1
de-Lima-Santos MF, Ceron W. Artificial Intelligence in News Media: Current Perceptions and Future Outlook. Journalism and Media. 2021;3(1):13–26. https://doi.org/10.3390/journalmedia3010002 DOI: https://doi.org/10.3390/journalmedia3010002
Toyokawa Y, Horikoshi I, Majumdar R, Ogata H. Challenges and opportunities of AI in inclusive education: a case study of data-enhanced active reading in Japan. Smart Learning Environments. 2023;10(1):67. https://doi.org/10.1186/s40561-023-00286-2 DOI: https://doi.org/10.1186/s40561-023-00286-2
Osam JA, Opoku MP, Dogbe JA, Nketsia W, Hammond C. The use of assistive technologies among children with disabilities: the perception of parents of children with disabilities in Ghana. Disability and Rehabilitation: Assistive Technology. 2021;16(3):301–8. https://doi.org/10.1080/17483107.2019.1673836 DOI: https://doi.org/10.1080/17483107.2019.1673836
Botelho FHF. Childhood and Assistive Technology: Growing with opportunity, developing with technology. Assistive Technology. 2021;33(sup1):87–93. https://doi.org/10.1080/10400435.2021.1971330 DOI: https://doi.org/10.1080/10400435.2021.1971330
Scarinci N, Holm A, Hemsley B. Ethical conversations: what are the implications of AI for AAC development, use, and implementation? Journal of Clinical Practice in Speech-Language Pathology. 2024;26(1):101–7. https://doi.org/10.1080/22000259.2024.2316940 DOI: https://doi.org/10.1080/22000259.2024.2316940
Zilz W, Pang Y. Application of assistive technology in inclusive classrooms. Disability and Rehabilitation: Assistive Technology. 2021;16(7):684–6. https://doi.org/10.1080/17483107.2019.1695963 DOI: https://doi.org/10.1080/17483107.2019.1695963
Cui M, Zhang DY. Artificial intelligence and computational pathology. Laboratory Investigation. 2021;101(4):412–22. https://doi.org/10.1038/s41374-020-00514-0 DOI: https://doi.org/10.1038/s41374-020-00514-0
Jiao P, Ouyang F, Zhang Q, Alavi AH. Artificial intelligence-enabled prediction model of student academic performance in online engineering education. Artificial Intelligence Review. 2022;55(8):6321–44. https://doi.org/10.1007/s10462-022-10155-y DOI: https://doi.org/10.1007/s10462-022-10155-y
Lameras P, Arnab S. Power to the Teachers: An Exploratory Review on Artificial Intelligence in Education. Information. 2021;13(1):14. https://doi.org/10.3390/info13010014 DOI: https://doi.org/10.3390/info13010014
Salas-Pilco SZ, Xiao K, Oshima J. Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review. Sustainability. 2022;14(20):13572. https://doi.org/10.3390/su142013572 DOI: https://doi.org/10.3390/su142013572
Huang J, Saleh S, Liu Y. A Review on Artificial Intelligence in Education. Academic Journal of Interdisciplinary Studies. 2021;10(3):206. https://doi.org/10.36941/ajis-2021-0077 DOI: https://doi.org/10.36941/ajis-2021-0077
Published
Issue
Section
License
Copyright (c) 2023 Esteban Rodríguez Torres, Raúl Comas Rodríguez, Edwin Tovar Briñez (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
