The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia.
AI-driven academic lessons can yield large, lasting gains for school-aged boys with mild ID within five weeks.
01Research in Context
What this study did
Researchers tested an AI-driven academic program for boys with mild intellectual disability.
Students were randomly assigned to the AI lessons or regular special-education classes.
The study took place in Saudi Arabian schools and lasted five weeks.
What they found
The AI group made large gains in reading, writing, and math compared with the control group.
Improvements stayed strong after the program ended.
How this fits with other research
Kirk et al. (2017) saw only a tiny math bump after home-based attention training.
The new study shows bigger gains because lessons were at school and aimed at real academics, not just attention.
Root et al. (2017) already ruled that plain computer lessons are evidence-based for kids with autism.
This trial moves the field forward by adding AI that adapts to each student in real time.
Why it matters
You can bring AI-powered academic tools into your classroom right now.
Start with short, personalized computer sessions that adjust difficulty as the student works.
Track daily scores to see if the same five-week boost happens for your learners.
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02At a glance
03Original abstract
WHAT THIS STUDY ADDS: Teaching academic skills to students with intellectual disabilities can be a challenge for educators. This study explored the role of AI in the field of special education and provided a novel framework for educational integration of children with mild ID. Interestingly, it demonstrated that using AI-driven interventions could significantly improve academic skills and lead to better learning outcomes. This is crucial, as the holistic approach associated with the "whole child" model of education is prevalent due to the challenges students with ID face in social interactions typically involved in academic socialization. BACKGROUND: Intellectual disabilities (ID) are neurodevelopmental disorders that hinder learning, communication, and daily functioning. It negatively impacts learning of academic skills such as match and reading skills. Artificial intelligence (AI) may offer opportunities for these students to improve their academic performance. AIMS: To investigate the effectiveness of using AI in improving academic skills in a sample of seventy boys aged 9-12 with mild ID. They were enrolled into special education programs integrated into public schools in the Jeddah region of Saudi Arabia. METHODS: Participants were randomly assigned to an experimental and control group. The experimental group received ten 60-minute sessions twice weekly during five weeks, utilizing AI to personalize their academic skills activities. The control group received the educational program without the AI. All participants completed the Woodcock-Johnson IV-achievement test at pre-intervention, post-intervention, and one-month follow-up. RESULTS: The experimental group demonstrated significant and sustained improvements in academic performance across all measured domains compared to the control group, with effect sizes ranging from moderate (η² = 0.685) to large (η² = 0.921), underscoring the efficacy of the intervention at post-intervention. CONCLUSIONS AND IMPLICATIONS: This study sheds light on the promise of applying AI tools in special education to respond to distinctive needs experienced by students with mild ID. Future studies should investigate the long-term effects of such interventions and their broader applications across diverse educational contexts for inclusive learning.
Research in developmental disabilities, 2025 · doi:10.1016/j.ridd.2024.104884