Artificial Intelligence Tools for Students with Learning Disabilities: Opportunities, Risks and Educational Implications- A Narrative Review

Abstract

Artificial Intelligence (AI) technologies are rapidly transforming contemporary educational practices and are increasingly being explored as tools for supporting students with learning disabilities (LD). These technologies include intelligent tutoring systems, natural language processing applications, adaptive learning environments, speech-to-text tools, automated feedback systems, and generative AI platforms capable of assisting reading and writing processes. The purpose of this narrative review is to synthesize the emerging literature on the use of Artificial Intelligence tools in supporting students with learning disabilities and to examine their educational benefits, potential risks, and broader implications for inclusive education. The review draws on research from educational technology, cognitive psychology, and special education published between 2010 and 2024. The findings suggest that AI-based tools can enhance reading accessibility, support written language production, facilitate executive functioning and self-regulated learning, and contribute to early identification of learning difficulties. At the same time, the literature highlights important concerns regarding ethical issues, data privacy, algorithmic bias, and the potential over-reliance on automated systems. The review argues that Artificial Intelligence should be understood as a form of cognitive and pedagogical support that can enhance inclusive educational environments when integrated within appropriate pedagogical frameworks. Future research should focus on longitudinal classroom studies, the impact of generative AI on independent learning skills, and the development of ethical guidelines for responsible AI implementation in education.