Empowering inclusive learning: The role of technologies, artificial intelligence (AI), and information technology (IT) in special education

Mohamad Nizam Adhaa Kamarudin; Mohd Zuri Ghani; Muhammad Amin; Mohd Noor Afiq; Muhammad Amran; Muhammad Fitri Radzuan; Azwan Ismail; Syaidah Che Danial

doi:10.61688/jev.v6i2.424

Authors

Mohamad Nizam Adhaa Kamarudin Universiti Poly-Tech Malaysia
Mohd Zuri Ghani Universiti Poly-Tech Malaysia
Muhammad Amin Universiti Poly-Tech Malaysia
Mohd Noor Afiq Universiti Poly-Tech Malaysia
Muhammad Amran Universiti Poly-Tech Malaysia
Muhammad Fitri Radzuan Universiti Poly-Tech Malaysia
Azwan Ismail Universiti Poly-Tech Malaysia
Syaidah Che Danial Universiti Poly-Tech Malaysia

DOI:

https://doi.org/10.61688/jev.v6i2.424

Keywords:

Artificial Intelligence (AI), information technology, special education, inclusive learning, assistive technology, action research

Abstract

The integration of emerging technologies, particularly Artificial Intelligence (AI) and Information Technology (IT), is reshaping the landscape of special education. As inclusive education becomes a global imperative, these digital innovations offer transformative potential in supporting learners with diverse needs. This paper explores the current applications, challenges, and opportunities presented by AI and IT in special education, with a focus on the Malaysian context. Guided by action research methodology, the study examines how educators, caregivers, and stakeholders perceive and utilise AI-driven tools and IT platforms to enhance teaching and learning. Data collected through interviews, observations, and document analysis revealed that AI tools significantly improve student engagement, especially among learners with autism and learning disabilities. However, barriers such as infrastructure limitations, lack of teacher training, and cultural adaptation of technology persist. This paper concludes by recommending inclusive digital strategies, localised AI solutions, and targeted professional development to bridge gaps in accessibility and equity in special education.

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