AI-Powered Personalized Learning: Assessing Its Impact on Academic Achievement and Development in Students with Disabilities | Chapter 8 | Language, Literature and Education: Research Updates Vol. 3

The integration of Artificial Intelligence (AI) into special education has the potential to revolutionize learning experiences for students with diverse disabilities, including cognitive, sensory, and motor impairments. This paper explores the efficacy of AI-driven adaptive learning systems in personalizing educational pathways, enhancing cognitive development, and improving academic performance in students with special educational needs. This study investigates the application of Artificial Intelligence (AI) in special education, focusing on how AI-driven adaptive learning systems can personalize learning experiences for students with disabilities. Utilizing a dataset of 100 students with special educational needs, including categories such as Dyslexia, Autism, and Motor Impairment, this research aims to evaluate the impact of AI interferences on learning progress over a three-month period. The dataset includes various features such as initial learning progress, engagement levels, feedback quality, and learning outcomes after 3 months of AI-based involvement. Through machine learning techniques, including regression (linear regression) and classification models (decision tree), the study analyzes how initial learning progress and other variables predict students' improvement in academic performance after using AI tools. The results demonstrate a statistically significant improvement in the academic progress of students with special needs, with AI intrusions leading to measurable gains in learning outcomes across all categories. The findings suggest that AI can effectively support individualized learning paths, enhance student engagement, and improve academic achievement, thereby contributing to a more inclusive and personalized educational experience. This paper emphasizes the potential of AI in transforming special education by making learning more adaptive and accessible, offering valuable insights for educators, policymakers, and technology developers aiming to foster educational equity.

 

Author (s) Details

Deepti Sharma
Department of Information Technology, Jagan Institute of Management Studies, Rohini, Delhi, India.

 

Archana B. Saxena
Department of Information Technology, Jagan Institute of Management Studies, Rohini, Delhi, India.

 

Deepshikha Aggarwal
Department of Information Technology, Jagan Institute of Management Studies, Rohini, Delhi, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/4909

Adolescents' Attitudes Concerning Students with Disability and / or Special Educational Needs in Regular Greek School Context | Chapter 06 | Current Research in Language, Literature and Education Vol. 6

 Disability is a universal condition that may be found in all aspect of our everyday lives. Kids with impairments and/or specific educational requirements attend the educational system, where they must coexist with students from the general population. These teenagers have and develop attitudes toward their classmates who have motor, cognitive, sensory, and emotional challenges, which have an impact on the lives of special needs pupils as well as their social and learning capacities. Many variables influence attitudes, which serve as the foundation for an equitable education. The purpose of this study is to look at the ideas, feelings, and conduct of typical secondary school students toward their peers with special needs in order to foster healthy connections and provide social opportunities for all children [1]. The findings may be used to enhance educational policy in order to make it easier for all pupils to attend school in a similar educational setting, regardless of their problems [2].

Author(S) Details

Polyzopoulou, Konstantia
Department of Public and One Health, University of Thessaly, Karditsa, 43100, Greece.

Tsakiridou, Helen
Department of Regional and Cross Border Development Studies, University of Western Macedonia, Koila, 50100, Kozani, Greece.


View Book:- https://stm.bookpi.org/CRLLE-V6/article/view/7023