Preprint Review Version 1 Preserved in Portico This version is not peer-reviewed

The Integration of Artificial Intelligence in Inclusive Education: A Scoping Review

Silvio Marcello Pagliara
* ORCID logo ,
Gianmarco Bonavolonta
ORCID logo ,
Mariella Pia
,
Stefania Falchi
ORCID logo ,
Antioco Luigi Zurru
,
Gianni Fenu
,
Antonello Mura
Version 1 : Received: 16 October 2024 / Approved: 17 October 2024 / Online: 21 October 2024 (02:52:46 CEST)

How to cite: Pagliara, S. M.; Bonavolonta, G.; Pia, M.; Falchi, S.; Zurru, A. L.; Fenu, G.; Mura, A. The Integration of Artificial Intelligence in Inclusive Education: A Scoping Review. Preprints 2024, 2024101386. https://doi.org/10.20944/preprints202410.1386.v1 Pagliara, S. M.; Bonavolonta, G.; Pia, M.; Falchi, S.; Zurru, A. L.; Fenu, G.; Mura, A. The Integration of Artificial Intelligence in Inclusive Education: A Scoping Review. Preprints 2024, 2024101386. https://doi.org/10.20944/preprints202410.1386.v1

Abstract

This scoping review seeks to map the landscape of how Artificial Intelligence (AI) is leveraged within educational environments to support students with disabilities and inclusive strategies and experiences. The research question concerns the role and impact of AI across diverse educational settings and in particular: “How is Artificial Intelligence (AI) being utilized within educational settings to support individuals with disabilities and promote inclusive education?”. The review explores this question under four pivotal dimensions: Educational Context, Disabilities and Special Needs, Artificial Intelligence Technologies, and Inclusivity and Inclusive Practice. Each contributes to a comprehensive understanding of the interdisciplinary nature of this inquiry. To ensure a comprehensive analysis, four major research databases have been used: Scopus, EBSCO, ERIC, and Web of Science (WoS). This robust search strategy enabled us to capture a wide array of relevant literature. The review also addresses ethical considerations essential for the responsible integration of AI in education, such as privacy, accessibility, and bias. By mapping existing research and identifying gaps, this scoping review lays the groundwork for future advancements in AI-driven inclusive educational practices.

Keywords

Inclusive Education; Artificial Intelligence; Disabilities; Assistive Technology; Accessibility

Subject

Social Sciences, Education

Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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