From AI tutors to smart wearables: Technology redefines special education inclusion

A new academic review sheds light on how innovations in artificial intelligence (AI), the Internet of Things (IoT), and human–computer interaction are dismantling barriers in special education. The study, "A Review of Assistive Technology in Special Education," published in Engineering Proceedings, provides a comprehensive analysis of how assistive technologies are revolutionizing inclusive education and transforming classrooms for students with disabilities.

Authored by researchers from the SI2M Laboratory at the National Institute of Statistics and Applied Economics in Rabat, Morocco, the paper was presented at the 7th International Conference on Advanced Technologies for Humanity (ICATH 2025). It reviews existing assistive technologies, identifies implementation challenges, and envisions how future systems can better serve diverse educational needs.

The rise of assistive technology in inclusive classrooms

The study begins with a stark reminder: more than 1.3 billion people globally live with disabilities, many of whom face systematic exclusion from mainstream education. Traditional special education programs, often segregated and limited in scope, have historically failed to provide equitable access to quality learning. Against this backdrop, the authors argue that assistive technology, defined as any product or system that enhances the functional capabilities of individuals with disabilities, has become an essential enabler of inclusive education.

Assistive technologies are no longer confined to physical aids or specialized hardware. The study identifies a broad ecosystem of tools built upon artificial intelligence (AI), extended reality (XR), Internet of Things (IoT), human–computer interaction (HCI), and even digital twins. Each of these technologies introduces new ways for students to engage with learning materials and participate in classroom activities. The paper states that effective integration of these tools requires a shift from impairment-based classifications toward individualized learning objectives that align technology use with the student's actual learning requirements.

The review also highlights that AI and IoT-based innovations are expanding at a remarkable pace, with research focused on both cognitive and physical disabilities. These technologies are increasingly recognized as instruments of empowerment, offering students autonomy and educators the tools to tailor instruction dynamically.

AI, IoT, and HCI: The technological pillars of special education

The authors outline three major technology categories driving transformation in special education. Each contributes to accessibility in distinct but interconnected ways.

Artificial Intelligence (AI) is presented as the foundation of personalized education. The paper describes how AI enables the early detection of learning disabilities and the customization of educational content. Algorithms trained on clinical and demographic data can now identify conditions such as Fragile X Syndrome more efficiently, enabling timely intervention and support. AI-powered learning platforms further adapt course materials to individual learning speeds and preferences. For instance, the I-Communicator converts spoken words into sign language or text for students with hearing impairments, while sensor-equipped gloves translate sign gestures into speech for students with communication difficulties. The SMART Brailler, a hybrid device offering auditory and visual feedback, enhances the learning experience for visually impaired students by bridging the gap between traditional and digital learning.

The Internet of Things (IoT) extends accessibility by connecting smart devices across classrooms and campuses. IoT networks integrate sensors, wearables, and intelligent devices that improve mobility, environmental control, and communication. The study cites examples such as smart glasses that convert speech to text, swipe-to-type systems for students with motor impairments, and smart environments that automatically regulate lighting and temperature for learners with sensory sensitivities. IoT-powered navigation tools, including smartwatches linked to cloud-based infrastructures, allow students with physical disabilities to move independently within campus spaces. This fusion of IoT and adaptive learning environments demonstrates how connected systems can facilitate real-time inclusion without compromising safety or comfort.

Human–Computer Interaction (HCI) is identified as a critical bridge between users and digital systems. Its design principles prioritize accessibility and ease of use, ensuring that educational interfaces adapt to different cognitive and physical needs. The paper highlights examples such as intelligent mathematics tutoring systems that monitor students' emotional responses, brain–computer interfaces that track attention levels among learners with ADHD, and simplified e-learning platforms tailored to cognitive disabilities. HCI-based innovations, like interactive whiteboards and context-sensitive campus navigation interfaces, create more intuitive and engaging educational experiences. Collectively, these tools demonstrate how empathetic design and technology can empower students to participate fully in both academic and social learning activities.

Challenges, risks, and the path toward universal inclusion

The study cautions that the deployment of assistive technologies faces several structural and ethical challenges. The interconnected nature of AI and IoT systems increases the risk of cyberattacks and data breaches, especially when sensitive personal information, such as cognitive patterns or physical locations, is stored or transmitted across networks. The authors emphasize that investment in assistive technologies must be accompanied by robust cybersecurity frameworks and privacy protections to safeguard student data.

Another major barrier lies in cost and accessibility. Many assistive tools are designed for narrow applications, limiting their versatility and making them financially unsustainable for most educational institutions. Schools often face the dilemma of choosing between high-end, specialized tools that serve a small subset of students and broader solutions that compromise on personalization. The absence of standardized design principles and cross-compatible systems exacerbates this problem, creating fragmentation across platforms and devices.

The authors argue that future research and development should focus on universal design and affordable mobile-based technologies to close this accessibility gap. By embedding inclusivity principles into the design phase, rather than adapting tools after deployment, educators can ensure that learning systems accommodate diverse needs from the outset. The study points to Universal Design for Learning (UDL) as a promising framework for proactive inclusion, encouraging educators to build flexibility and accessibility directly into curricula and digital environments.

The researchers also note that beyond technological advancement, there must be a human-centered focus on emotional well-being, social integration, and confidence-building among students with disabilities. True inclusion, they suggest, requires tools that foster communication, peer interaction, and independent learning, not merely functional assistance.