The Application of Artificial Intelligence and Assistive Technology InSupporting Children With Developmental Disabilities
DOI:
https://doi.org/10.59519/mper7209Keywords:
Developmental disabilites, Children, Artificial intelligence, Assistive technologyAbstract
Children with developmental disabilities, such as intellectual disabilities, multiple impairments, and autism spectrum disorders, often face challenges in learning, communication, and social integration. Traditional support methods are often insufficient to help them reach their full potential. The development and application of modern technologies, particularly artificial intelligence (AI) and assistive technology (AT), offer new possibilities for improving educational and rehabilitation processes. This paper analyzes how these technologies are used to support children with disabilities through a review of the literature, practical examples, and available technological tools. The role of AI in personalizing learning and recognizing emotional states is emphasized, as well as the application of AT in facilitating daily activities and the importance of AAC for developing communication skills. Challenges in the implementation of these technologies, including the education of professionals, device availability, and ethical aspects, are also discussed. The conclusion highlights that the integrated use of AI and AT significantly contributes to the inclusion and quality of life of children with disabilities, provided it is supported by appropriate education and support systems.
References
Afzal, A., Khan, S., Daud, S., Ahmad, Z., & Butt, A. (2023). Addressing the digital divide: Access and use of technology in education. Journal of Social Sciences Review, 3(2), 883-895.
Almufareh, M. F., Kausar, S., Humayun, M., & Tehsin, S. (2024). A conceptual model for inclusive technology: advancing disability inclusion through artificial intelligence. Journal of Disability Research, 3(1), 20230060.
Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27(1), 42-59.
Beukelman, D. R., & Light, J. C. (2020). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs (5th ed.). Paul H. Brookes Publishing.
Bondy, A., & Frost, L. (2001). The Picture Exchange Communication System. Behavior Modification, 25(5), 725–744.
Chambers, D. (2019). Assistive technology to enhance inclusive education. In Oxford research encyclopedia of education.
Dell, A. G., Newton, D. A., & Petroff, J. G. (2017). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. Pearson.
Goodwin, M. S., et al. (2019). Predicting aggression in minimally verbal youth with autism spectrum disorder using physiological biosignals. npj Digital Medicine, 2(1), 1–9.
Gray, C. (2010). The New Social Story Book. Future Horizons.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Hunt, P. F. (2021). Inclusive education: The case for early identification and early intervention in assistive technology. Assistive Technology, 33(sup1), S94-S101.
Jakovchevska, A., Jovanova, N. C., & Macedonia, N. (2024). Exploring parental perspectives: The impact of assistive technologies on inclusive education for children with disabilities. Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji, 6(7), 148-160.
Kylliäinen, A., et al. (2021). Wearable sensors in monitoring behavioral and physiological signals in children with autism: A review. Sensors, 21(3), 778.
Knight, V. F., et al. (2019). Using technology for daily routines. Journal of Special Education Technology, 34(1), 15–25.
Light, J. C., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication. Augmentative and Alternative Communication, 30(1), 1–18.
Mehdaoui, A. (2024). Unveiling Barriers and Challenges of AI Technology Integration in Education: Assessing Teachers’ Perceptions, Readiness and Anticipated Resistance. Futurity Education, 4(4), 95-108.
Scassellati, B., Admoni, H., & Mataric, M. (2018). Robots for use in autism research. Annual Review of Biomedical Engineering, 14, 275–294.
Stephenson, J., & Carter, M. (2014). The use of multisensory environments with students with severe disabilities: A review of the literature. Journal of Developmental and Physical Disabilities, 26(3), 287–312.
UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and Education – All Means All.
WHO & World Bank. (2011). World Report on Disability.
Zubair, S., & Salim, R. (2021). Ethical concerns in AI-based assistive technologies for children with disabilities. International Journal of Educational Technology in Higher Education, 18(1), 37.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Edin Mujkanović (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
