Journal of intellectual disability research : JIDR · 2026
AI-Supported Learning Platforms for Students With Developmental Disabilities: A SWOT Analysis Approach.
СтатьяСистематический обзорНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Bulut Aydın, Haçat Sibel Oğuz
Аннотация
BACKGROUND: This study examines the evolving role of Artificial Intelligence (AI) in developmental disability education, focusing on the shift from diagnosis-centred approaches to inclusive, learning-oriented paradigms grounded in STS, UDL and TPACK frameworks.
METHOD: A bibliometric and SWOT-based analysis was conducted on 1221 publications (2008-2025) indexed in the Web of Science to explore research trends, conceptual developments and international collaborations.
RESULTS: Findings show that AI-supported learning platforms enhance personalisation, accessibility and data-driven pedagogy but are constrained by ethical, pedagogical and infrastructural challenges. The SWOT analysis identifies AI as a transformative yet fragile innovation dependent on teacher competence, ethical governance and global equity.
CONCLUSIONS: Achieving a sustainable and human-centred AI ecosystem requires alignment across pedagogical development, transparent governance and inclusive global participation, positioning AI as a catalyst for educational justice in special education.
METHOD: A bibliometric and SWOT-based analysis was conducted on 1221 publications (2008-2025) indexed in the Web of Science to explore research trends, conceptual developments and international collaborations.
RESULTS: Findings show that AI-supported learning platforms enhance personalisation, accessibility and data-driven pedagogy but are constrained by ethical, pedagogical and infrastructural challenges. The SWOT analysis identifies AI as a transformative yet fragile innovation dependent on teacher competence, ethical governance and global equity.
CONCLUSIONS: Achieving a sustainable and human-centred AI ecosystem requires alignment across pedagogical development, transparent governance and inclusive global participation, positioning AI as a catalyst for educational justice in special education.