The Use Of Artificial Intelligence (AI) As An Interactive Learning Tool For Students With Intellectual Disabilities In Special Education Schools

Artificial intelligence (AI) offers opportunities to develop adaptive and interactive learning media for students with intellectual disabilities, whose learning needs often require concrete explanations, repetition, and individualized support. This study examines the potential, applications, and implementation challenges of AI-assisted learning media in special education. A qualitative literature review was conducted using a PRISMA-guided identification and screening process. Of 72 publications collected, 11 articles published between 2020 and 2026 were selected for critical analysis and synthesis. The reviewed studies addressed AI-based applications, multimodal instructional media, adaptive learning, and assistive technologies. Findings suggest that these technologies can support students' attention, engagement, motivation, conceptual understanding, memory, and independence by providing visual representations, structured practice, and immediate feedback. However, evidence varies considerably across study designs, learner characteristics, and technologies. Several studies relied on teachers' perceptions or small samples rather than direct classroom measurements, limiting conclusions about effectiveness. Implementation challenges include inadequate devices and internet connectivity, insufficient teacher training, accessibility barriers, and concerns about privacy and data ethics. The synthesis indicates that AI should complement, rather than replace, teachers' pedagogical judgment and individualized instruction. This study contributes a needs-oriented perspective for designing accessible, adaptive, and pedagogically relevant AI-assisted media for students with intellectual disabilities. Further classroom-based research is necessary to evaluate learning outcomes and long-term applicability