https://orcid.org/0000-0001-8911-3463
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ABSTRACT
The role of techniques involving Artificial Intelligence (AI) has been becoming increasingly important in educational settings. This study aims to reveal the recent trends in research into artificial intelligence in special education by using the systematic review method. Across the 29 studies published between 2008 and 2020 that are reviewed here, the majority are articles on quantitative research carried out in the United States. In terms of learning content, most of the studies are about skill development, focusing on cognitive and affective factors. Moreover, the research was carried out in school settings with learners from various backgrounds. The purposes for and methods of using AI were examined and it was found that software-based methods are more common. The primary disability type examined in the articles covered in this review were disorders on the autism spectrum. There is a tendency toward technical models rather than educational models. ANN and SVM are the most used technical theoretical infrastructures. This study yielded interesting results both on the evolution of AI in special education over the years and on its future development. This paper ends with suggestions developed in light of these studies for the use of artificial intelligence in special education.
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No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Sinan Hopcan
Dr. Sinan Hopcan is currently working at Computer Education and Instructional Technology – Istanbul University-Cerrahpasa in Istanbul. He received Phd from Middle East Technical University. His research interests are technology integration into special education, educational software, adaptive learning systems.
Elif Polat
Dr. Elif Polat is currently working at Computer Education and Instructional Technology – Istanbul University-Cerrahpasa in Istanbul. She received Phd from Middle East Technical University. Her research interests are technology integration into special education, tangible technologies, adaptive learning systems.
Mehmet Emin Ozturk
Dr. Mehmet Emin Öztürk is an academician in the Department of Special Education at Erciyes University. He holds a PhD in Special Education from University of South Florida, an MSEd in Special Education from Indiana University, and a BA in Elementary Education from the Inonu University. His research and professional interests include preservice teacher education, family-school collaboration, higher education, special education administration, special education history, and students with intellectual disabilities.
Lutfi Ozturk
Dr. Lutfi Ozturk is an educational specialist and works at the Ministry of National Education in Turkey. He holds a PhD degree in education from University of York; UK, at the Psychology in Education Research Center. He also holds a MA degree in Education from University of Sheffield; UK, and a bachelor’s degree in Primary school education from Fırat University. His research and professional interests include mother/child attachment; social, emotional and behavioral development of young children; strategies for effective behavior management of primary school students and effective classroom management techniques.