AI‐Supported Learning Platforms for Students With Developmental Disabilities: A SWOT Analysis Approach
Yazarlar (2)
Doç. Dr. Aydın BULUT Kastamonu Üniversitesi, Türkiye
Prof. Dr. Sibel OĞUZ HAÇAT Kastamonu Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | JOURNAL OF INTELLECTUAL DISABILITY RESEARCH (Q1) | ||
| Dergi ISSN | 0964-2633 Dergi Bilgileri (2026) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 08-2026 |
| Kabul Tarihi | 17-04-2026 | Yayınlanma Tarihi | 23-04-2026 |
| Cilt / Sayı / Sayfa | 70 / 8 / 788–800 | DOI | 10.1111/jir.70108 |
| Makale Linki | https://doi.org/10.1111/jir.70108 | ||
| UAK Araştırma Alanları |
Sınıf Eğitimi
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| Özet |
| Background This study examines the evolving role of Artificial Intelligence (AI) in developmental disability education, focusing on the shift from diagnosis‐centred approaches to inclusive, learning‐oriented paradigms grounded in STS, UDL and TPACK frameworks. Method A bibliometric and SWOT‐based analysis was conducted on 1221 publications (2008–2025) indexed in the Web of Science to explore research trends, conceptual developments and international collaborations. Results Findings show that AI‐supported learning platforms enhance personalisation, accessibility and data‐driven pedagogy but are constrained by ethical, pedagogical and infrastructural challenges. The SWOT analysis identifies AI as a transformative yet fragile innovation dependent on teacher competence, ethical governance and global equity. Conclusions Achieving a sustainable and human‐centred AI ecosystem requires … |
| Anahtar Kelimeler |
| artificial intelligence | developmental disabilities | inclusive education | SWOT analysis | systematic review |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 1 |