Leveraging on Artificial Intelligence (AI) to Make Learning More Inclusive for Students with Learning Disabilities in Mathematics Education

Abstract: The paper investigated how leveraging Artificial Intelligence (AI) can support more inclusive mathematics education for students with learning disabilities, a critical concern within broader science education. Learning disabilities such as dyslexia, attention-deficit/hyperactivity disorder (ADHD), and dyscalculia frequently impede students’ access to and success in mathematics classrooms due to challenges in processing, retention, and engagement with abstract concepts. Drawing on current research and classroom practice, this study examines two central AI applications: adaptive learning systems that modify instructional content in real time based on student performance, and personalized support tools that deliver differentiated feedback aligned with individual cognitive and learning profiles. The discussion is organized under the following subheadings: The Transformative Role of AI in Inclusive Mathematics Education; Understanding Learning Disabilities and the Imperative for Inclusion; Leveraging AI for Adaptive Mathematics Instruction; Personalized Support and Feedback in AI-Mediated Learning; Longitudinal Monitoring through Learning Analytics; Ethical and Practical Considerations; and Envisioning the Future of Inclusive AI in Science and Mathematics Education. The paper argues that, when implemented thoughtfully and ethically, AI offers significant promise in dismantling structural barriers, fostering learner autonomy, and promoting equitable participation in mathematics education—advancing the goals of inclusive science education.

Artificial Intelligence (AI),, Learning Disabilities, Mathematics Education, Adaptive Learning, Personalized Support and Inclusive Education.

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