A Systematic literature review of artificial intelligence in special education | ||
| دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق | ||
| Article 22, Volume 39, Issue 137, July 2024, Pages 417-464 PDF (5.46 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/sec.2024.382467 | ||
| Abstract | ||
| This study explores the landscape of Artificial Intelligence (AI) in special education, focusing on Arabic-language literature. Employing a systematic review approach, the research aims to identify trends and applications in the integration of AI technologies to support individuals with special needs. The study, found that most of the studies included was conducted between 2020 and 2023, selected 15 articles through rigorous screening, employing the PRISMA Statement approach. The research questions address prevalent topics in Arabic AI in special education articles, the integration of AI technologies in aiding special needs students, and the types of disabilities featured in the selected studies.Results indicate a predominant focus on autism in the selected studies, aligning with the perceived effectiveness of AI for students facing challenges in structured learning environments and social interactions. The paper acknowledges limitations, including the relatively small number of studies and the need for more extensive research encompassing diverse settings, participants, and disabilities.In conclusion, while the existing studies offer valuable insights, a more comprehensive and diverse body of research is essential to draw overarching conclusions about the efficacy of AI in special education. This would enable educators and researchers to address the nuanced challenges and opportunities associated with implementing AI across various educational contexts and with different participant groups. | ||
| Keywords | ||
| Keywords: Artificial Intelligence (AI); Special education; Systematicreview | ||
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