Paris: Artificial intelligence (AI) could transform education for millions of children with special education needs (SEN), but governments must tread carefully to avoid ethical and practical pitfalls, a new OECD working paper has warned.
The report, titled “Leveraging Artificial Intelligence to Support Students with Special Education Needs”, highlights how AI-driven technologies are already being used to assist students with learning disabilities, physical impairments, speech disorders and autism spectrum disorders.
From Dyslexia to Autism
The study highlights tools already in use. Reading apps that slow down text or change fonts for children with dyslexia. Handwriting analyzers that track the pressure and speed of a child’s writing to spot dysgraphia early. Speech-recognition apps that turn unclear words into computerised speech for children with severe communication difficulties. Even social robots that help children with autism practice eye contact and conversation.
These tools are not futuristic — many are already being tested in classrooms in Europe, the US, and Asia. They are making classrooms more inclusive.
Promise of Inclusion
In practical terms, AI allows teachers to personalise lessons without doubling their workload. A teacher could receive real-time dashboards showing how a child is progressing, which skills they struggle with, and what exercises might help.
For students, AI-enabled devices mean they can follow the same lessons as their peers — listening to a text being read aloud, solving maths problems through interactive games, or using a voice assistant to take notes.
This reduces isolation and helps them stay in mainstream classrooms rather than being sidelined.
Red Flags
But the report warns of risks. AI systems can inherit biases if the data used to train them is skewed. Storing sensitive data about children could create privacy concerns. And many tools look promising in pilot projects but lack proof of long-term effectiveness.
“Students must not be treated as problems to be fixed,” the paper stresses.
Call to Action
The OECD urges governments to act now. It wants teachers and parents involved in designing these tools, not just tech companies. It calls for professional training so educators know how to use AI responsibly. It also stresses the need for strong data protection laws and international cooperation to set standards.
No Silver Bullet
“Every child, everywhere, has something to offer,” the report quotes UNICEF as saying. “AI can help unlock that potential, but only if it is implemented with care, inclusivity, and respect for human dignity.”
The report concludes that while AI is no silver bullet, it could play a powerful role in reducing the disability gap in education, provided governments, educators and developers work together to make technology ethical, sustainable and truly inclusive.
