A Scoping Review of AI-Based Teaching and Learning Materials for Students with Disabilities
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This scoping review, conducted in accordance with the PRISMA Extension for Scoping Reviews (PRISMA-ScR) guidelines, examines research trends and application characteristics of AI-based teaching and learning materials designed for students with disabilities. A total of 25 academic studies published over the past decade, between 2015 and 2025, were systematically identified and analyzed to map the scope of existing research, with attention to publication trends, instructional contexts, AI functions and purposes, application domains, target populations, and forms of implementation. The analysis revealed a rapid increase in related research after 2020, particularly following the widespread adoption of generative AI technologies. Across studies, AI-based materials were most frequently applied to support language-related learning, while applications in social-emotional learning, daily living skills, and physical activity were less common. The findings also indicate that many studies focused on examining the functional effectiveness of individual AI technologies, whereas fewer studies addressed the integration of AI within broader instructional designs and learning contexts. Overall, this review highlights emerging patterns and gaps in the current literature and underscores the need for context-sensitive, learner-centered design approaches when developing and applying AI-based teaching and learning materials for students with disabilities. The findings provide a foundation for guiding future research and instructional design in special education.
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