Document Type : Research Paper
Authors
1 M.A. in Educational Technology, Hamedan, Iran
2 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran.
3 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
Abstract
The present study aims to conduct a qualitative content analysis of research examining the role of artificial intelligence (AI) in the education of students with special needs. In this regard, 18 scholarly articles published between 2017 and 2025 were reviewed using qualitative content analysis and assessed for scientific quality through the CASP checklist. The analysis was conducted along two dimensions: formal and substantive. In the formal dimension, article characteristics such as research methodology, year of publication, type of disability studied, sample size, academic rank and disciplinary background of authors, and countries where the studies were conducted were examined. The results indicated that most studies were conducted in 2023 and 2024, predominantly employed quantitative methods, and mainly focused on disabilities such as autism spectrum disorder and reading disabilities. In the substantive dimension, findings revealed that AI applications are primarily categorized into three main areas: 1) diagnosis, screening, and treatment of learning disabilities, 2) support for emotional and behavioral needs, and 3) skill enhancement and improvement of academic performance. Additionally, three significant outcomes of AI use in educating students with special needs were identified: improved learning and personalized instruction, increased teacher efficiency, and enhanced educational equity. Nonetheless, challenges such as data scarcity, high costs, and ethical considerations remain pertinent in AI applications. The findings of this study can guide educational policymakers in developing inclusive and technology-driven strategies.
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