سامانه همایش های دانشگاه آزاد اسلامی واحد نجف آباد

صفحه اصلی / اولین همایش بین المللی تحول خدمات سلامت: تلفیق مراقبت، درمان، بازتوانی و امیدبخشی

The Role of Artificial Intelligence in Personalizing Learning for Children with Special Needs: An Analytical Review

نویسندگان :

Hojjatolah Khalili Dehkalbali¹ Fatemeh Zahra Fazel² Javad Khalili³ Mina Jouzi⁴

1- Department of Psychology, Na.C., Islamic Azad University, Najafabad, Iran. 2- Department of Physical Education and Sports Sciences, University of Guilan, Rasht, Iran. 3- Department of Psychology, Na.C., Islamic Azad University, Najafabad, Iran 4- Department of Nursing , Na.C., Islamic Azad University, Najafabad, Iran. Nursing and Midwifery Sciences Development Research Center, Na.C., Islamic Azad University, Najafabad, Iran.

کلمات کلیدی :

Artificial Intelligence،Special Education،Personalized Learning،Adaptive Learning،Narrative Review

چکیده :

Background: Teaching children with special needs has long faced the persistent challenge of mismatch between standardized instructional methods and diverse learner abilities (1). Artificial Intelligence (AI) has emerged as a transformative technology with high potential for deep personalization of the learning process(2). This study critically examines the theoretical foundations, applications, and challenges of employing AI in special education, while offering localized strategies for the Iranian educational context. Method: This study employed an analytical narrative review design. A systematic search was conducted in Scopus, Web of Science, ERIC, and PubMed (2018-2025). Inclusion criteria comprised original, peer-reviewed articles focused on AI applications in special education. From 1,250 identified articles, 45 high-quality studies were selected for qualitative thematic analysis after screening titles, abstracts, and full texts. Finding: The results indicated that AI, through Intelligent Tutoring Systems, adaptive learning, and learning analytics, has bridged the gap between individualized learning theories and practical implementation (3). AI-based technologies demonstrated high efficacy in early identification of disorders, providing immediate feedback, and facilitating access for students with sensory-motor disabilities (4). However, algorithmic bias, data-privacy concerns, and the digital divide in Iran remain significant implementation barriers. Local studies highlight unstable internet infrastructure and the lack of Persian-compatible domestic software as primary obstacles. Conclusion: AI is not a replacement for teachers but a tool for their empowerment (5). The success of this technology in Iran depends on developing national cloud infrastructure, specialized teacher training, and designing domestic software independent of the internet. Shifting from technocratic to human-centric and ethical approaches is essential for achieving inclusive and equitable education.