Mixed-methods analysis demonstrates AI-driven technologies improve engagement and academic outcomes in special needs classrooms, highlighting the importance of teacher training.
Abstract This study investigates the integration of artificial intelligence (AI) in special needs classrooms across seven countries. Using a mixed-methods approach, we explore how AI-driven assistive technologies - such as speech-to-text systems, generative AI tutors, and VR simulations - enhance inclusive pedagogy. Findings reveal improvements in academic performance, engagement, and emotional regulation, with a strong correlation between teacher training and perceived tool effectiveness. The paper concludes with recommendations for ethical frameworks, culturally responsive design, and infrastructure investment to support equitable AI adoption.
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Vahid Ebrahimian (2025) studied this question.
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