POTENTIALITIES AND BARRIERS OF ARTIFICIAL INTELLIGENCE FOR THE INCLUSION OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION
DOI:
https://doi.org/10.63330/sasciencesv6n2-160Keywords:
Artificial intelligence, Digital accessibility, Higher education, Inclusive education, Students with disabilitiesAbstract
Artificial intelligence has expanded opportunities for accessibility and personalization in higher education, but its adoption may also reproduce inequalities and create new barriers for students with disabilities. This study aimed to analyze the potential, barriers, and risks of artificial intelligence for the inclusion of these students in higher education. A qualitative systematic review guided by PRISMA 2020 was conducted using national and international scientific databases. Of the 846 records identified, 15 studies comprised the corpus, which was interpreted through Bardin’s thematic content analysis and evidence triangulation. The results indicated that artificial intelligence can improve communicational and informational accessibility, personalize content, support reading, writing, and academic organization, and promote autonomy, participation, and retention. Conversely, barriers related to costs, infrastructure, incompatibility with assistive technologies, digital inequality, and insufficient training were identified. Risks involving algorithmic bias, inaccurate responses, exposure of sensitive data, and technological dependence were also highlighted. It is concluded that the inclusive potential of artificial intelligence depends on accessibility by design, teacher education, institutional governance, human oversight, and the effective participation of students with disabilities.
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