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Designing Intelligent Agents for Students with Disabilities: Promoting Inclusion and Equity through the Lens of Cultural-Historical Activity Theory

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Title: Designing Intelligent Agents for Students with Disabilities: Promoting Inclusion and Equity through the Lens of Cultural-Historical Activity Theory
Language: English
Authors: Ling Zhang (ORCID 0000-0002-9449-6283), Richard Allen Carter, Slki Narae Lim
Source: Journal of Special Education Technology. 2026 41(2):163-176.
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: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Artificial Intelligence, Technology Uses in Education, Students with Disabilities, Inclusion, Ethics, Equal Education, Social Theories, Cultural Context, Design, Accessibility (for Disabled), Metacognition, Cognitive Processes, Ability, Social Environment, Decision Making, Planning, Goal Orientation, Personal Autonomy
DOI: 10.1177/01626434251349405
ISSN: 0162-6434
2381-3121
Abstract: Intelligent agents powered by large language models (LLMs) are rapidly evolving due to the exponential growth of LLMs' capacity to process, integrate, and generate information across multiple formats, along with other human-like "intelligence," such as planning, reasoning, and decision-making. These advanced agent systems hold promise for supporting students with disabilities (SWDs); however, there is little guidance on the ethical and inclusive design of these agents. In this article, we highlight critical considerations for designing LLM agents for SWDs using the Cultural-Historical Activity Theory (CHAT) to explore how these agents can mediate the dynamic interplay between SWDs and their sociocultural context. We propose a framework with three overarching human-centered design principles: enhancing accessibility to support sensory and motor experiences, facilitating (meta)cognitive processing through goal-oriented actions, and promoting agency by leveraging learner strengths and cultural-historical assets. We conclude by providing implications for future research, practice, and policy on LLM-powered AI agents.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501927
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Designing Intelligent Agents for Students with Disabilities: Promoting Inclusion and Equity through the Lens of Cultural-Historical Activity Theory
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  Data: <searchLink fieldCode="AR" term="%22Ling+Zhang%22">Ling Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9449-6283">0000-0002-9449-6283</externalLink>)<br /><searchLink fieldCode="AR" term="%22Richard+Allen+Carter%22">Richard Allen Carter</searchLink><br /><searchLink fieldCode="AR" term="%22Slki+Narae+Lim%22">Slki Narae Lim</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. 2026 41(2):163-176.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Theories%22">Social Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Environment%22">Social Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Planning%22">Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink>
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  Data: 10.1177/01626434251349405
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  Data: 0162-6434<br />2381-3121
– Name: Abstract
  Label: Abstract
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  Data: Intelligent agents powered by large language models (LLMs) are rapidly evolving due to the exponential growth of LLMs' capacity to process, integrate, and generate information across multiple formats, along with other human-like "intelligence," such as planning, reasoning, and decision-making. These advanced agent systems hold promise for supporting students with disabilities (SWDs); however, there is little guidance on the ethical and inclusive design of these agents. In this article, we highlight critical considerations for designing LLM agents for SWDs using the Cultural-Historical Activity Theory (CHAT) to explore how these agents can mediate the dynamic interplay between SWDs and their sociocultural context. We propose a framework with three overarching human-centered design principles: enhancing accessibility to support sensory and motor experiences, facilitating (meta)cognitive processing through goal-oriented actions, and promoting agency by leveraging learner strengths and cultural-historical assets. We conclude by providing implications for future research, practice, and policy on LLM-powered AI agents.
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        Value: 10.1177/01626434251349405
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        PageCount: 14
        StartPage: 163
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Inclusion
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      – SubjectFull: Ethics
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      – SubjectFull: Cultural Context
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      – SubjectFull: Design
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      – SubjectFull: Accessibility (for Disabled)
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      – SubjectFull: Ability
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      – SubjectFull: Decision Making
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Personal Autonomy
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      – TitleFull: Designing Intelligent Agents for Students with Disabilities: Promoting Inclusion and Equity through the Lens of Cultural-Historical Activity Theory
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