ETHICAL DILEMMAS AND PSYCHOLOGICAL IMPACTS OF AI INTEGRATION IN SPECIAL EDUCATION

Research problem: This study investigates the integration of artificial intelligence into special education, focusing on key questions like inclusivity of AI and individualized learning for students with disabilities and ethical challenges about data privacy and algorithmic bias. Methods: A systematic review was conducted using PRISMA, analyzing 28 peer-reviewed studies focused on AI technologies like adaptive learning systems, speech recognition and chatbots. The review found some patterns and themes connected to ethical challenges and psychological impacts. Main results: The findings showed that AI tools have the potential to improve accessibility and support individualization for students with disabilities. Adaptive learning systems and speech recognition tools improve individualized learning experiences and inclusivity. Some ethical challenges include data privacy risks, algorithmic biases and psychological impacts on students’ independence, self-esteem and social skills. Conclusions: While AI shows promise in transforming special education thanks to the improved accessibility and personalization, its implementation must prioritize ethical considerations. This research accents the importance of addressing the data privacy, minimizing biases and promoting balanced human-AI interactions for psychological well-being of students. Implications: Teachers and study curricula developers must collaborate to establish responsible AI integration in special education. These frameworks should focus on transparency, fairness and student security. Further research is essential for evaluating the long-term effects of AI on learning outcomes and to clarify strategies that boost its benefits while reducing risks.