Generative AI in disability-inclusive learning: a bibliometric and systematic literature analysis

GenAI shows promise for personalisation, AAC, and teacher support, but evidence is early-stage and uneven across disabilities. Recommendations include standardised reporting (datasets, prompts, guardrails), longitudinal evaluation, and policy frameworks aligning Universal Design for Learning (UDL) with AI ethics and privacy. A replication package (data/code) and a taxonomy for GenAI-inclusive learning are proposed.