Let's CHAT about Artificial Intelligence for Students with Disabilities: A Systematic Literature Review and Meta-Analysis
Saved in:
| Title: | Let's CHAT about Artificial Intelligence for Students with Disabilities: A Systematic Literature Review and Meta-Analysis |
|---|---|
| Language: | English |
| Authors: | Ling Zhang (ORCID |
| Source: | Review of Educational Research. 2026 96(1):215-257. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 43 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Artificial Intelligence, Students with Disabilities, Technology Uses in Education, Intervention, Robotics, Computer Software, Computer Simulation, Program Effectiveness, Academic Achievement, Social Development, Emotional Development, Student Characteristics, Special Education |
| DOI: | 10.3102/00346543241293424 |
| ISSN: | 0034-6543 1935-1046 |
| Abstract: | Researchers have explored artificial intelligence (AI) applications across educational contexts; however, there is a lack of meta-analysis focused on students with disabilities (SWDs). This study examined the overall effect of AI-based interventions on SWDs' learning outcomes in 29 (quasi-)experimental studies conducted globally. We used cultural historical activity theory (CHAT) to explore how the effect was moderated by factors, including participant-, AI-, AI-SWD interaction-, intervention-, and methodology-related characteristics. Results indicated a medium effect (Hedge's g = 0.588) of interventions operating through robots, computer software, and intelligent VR systems. There were no statistically significant moderators. Regardless, this study contributes to a holistic understanding of historical dimensions of AI applications for SWDs and offers critical theoretical implications for future investigations. We call for more rigorous research to explore AI that not only ensures accessibility but also promotes opportunities for SWDs to take an agentic role in participating in and contributing to AI-mediated learning activities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495898 |
| Database: | ERIC |
| Abstract: | Researchers have explored artificial intelligence (AI) applications across educational contexts; however, there is a lack of meta-analysis focused on students with disabilities (SWDs). This study examined the overall effect of AI-based interventions on SWDs' learning outcomes in 29 (quasi-)experimental studies conducted globally. We used cultural historical activity theory (CHAT) to explore how the effect was moderated by factors, including participant-, AI-, AI-SWD interaction-, intervention-, and methodology-related characteristics. Results indicated a medium effect (Hedge's g = 0.588) of interventions operating through robots, computer software, and intelligent VR systems. There were no statistically significant moderators. Regardless, this study contributes to a holistic understanding of historical dimensions of AI applications for SWDs and offers critical theoretical implications for future investigations. We call for more rigorous research to explore AI that not only ensures accessibility but also promotes opportunities for SWDs to take an agentic role in participating in and contributing to AI-mediated learning activities. |
|---|---|
| ISSN: | 0034-6543 1935-1046 |
| DOI: | 10.3102/00346543241293424 |
