The integration of artificial intelligence (AI) in special education has the potential to transform learning experiences and improve outcomes for students with disabilities. This systematic literature review examines the application of AI technologies in special education, focusing on personalized learning, cognitive and behavioral interventions, communication, emotional support, and physical independence. Through an analysis of 15 studies conducted between 2019 and 2024, the review synthesizes evidence on the effectiveness of AI tools, including intelligent tutoring systems, adaptive learning platforms, assistive communication devices, and robotic aids. The findings suggest that AI-driven technologies significantly enhance students’ academic performance, communication skills, emotional regulation, and physical mobility by providing tailored interventions that address individual needs. This review also highlights several challenges, including limited access to AI technologies in low-resource settings, the need for more comprehensive teacher training, and ethical concerns related to data privacy and algorithmic bias. Additionally, the geographic focus of the current research is primarily on developed countries, overlooking the specific challenges of implementing AI in resource-constrained environments. This review emphasizes the need for more diverse and ethical research to fully realize the potential of AI in supporting students with disabilities and promoting inclusive education.

Psychological well-being influences all the facets of adolescent success. This study examined the psychometric properties of PERMA, a subjective well-being measure consisting of five domains: positive emotions, engagement, relationships, meaning, and accomplishment. The sample size consisted of 502 high school students from public schools in Qatar. Contrary to expectations, the five-factor structure for PERMA did not fit our data well; however, after refining the model by the errors of the covariances between items, the one-factor model was found to be applicable. Multivariate analysis revealed that socioeconomic status (SES) and level of academic performance were independently and positively associated with overall well-being scores, whereas internalizing and externalizing behaviors were negatively associated. Notably, no significant effects of gender or age on well-being were observed. These findings suggest that interventions specific to socioeconomic status, academic excellence, and internalizing and externalizing behaviors in the school setting can produce more effective outcomes concerning student well-being.

Since the 1980s, research has been examining the role of temperament in education. In particular, academic achievement and school adjustment were among the first variables to be examined. Subsequently, several studies have documented associations between temperament and either academic achievement or school adjustment. However, no review of this literature has been conducted to obtain a clear understanding of the findings of existing research and the issues associated with them. Thus, the purpose of this article is to review the literature relating temperament to academic achievement and school adjustment. This review examined three areas in the study of temperament (a) the definition of temperament, (b) the measurement of temperament, and (c) the results of the reviewed studies. All the reviewed studies found significant correlations between children's temperaments and school adjustment as well as between temperament and academic achievement. Detailed descriptions of the characteristics of the reviewed studies are provided. Considerations for future research directions are also discussed.

The provision of special education for students with disabilities depends upon the availability of well-qualified special educators, which, in turn, depends upon the availability and characteristics of preparation programs. In countries of the world where special education systems are still developing the capacity to provide the education that laws and policies promise, choices made in the design and offering of preparation programs may interact with contextual factors, creating intended and unintended consequences, opportunities, and constraints that affect the countries’ abilities to provide special education. In this study, we investigate this idea by examining special education teacher preparation in the Arab countries of the Gulf Cooperation Council—Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates. Applying Bray and Thomas’s framework for comparative analyses to data collected from 2014 to 2015 for the 32 universities in the region that provide preparation programs, we describe the comprehensiveness of preparation opportunities, analyze program delivery components, and consider the implications of the program choices made on the preparation opportunities and special education services that can be provided in the countries as a result.

This systematic literature review critically assessed the use of direct observation systems (DOSs) in early childhood educational research, highlighting their role in the objective and systematic evaluation of child behavior and classroom dynamics. Our comprehensive analysis distinguishes between standardized and non-standardized observation systems regarding their applications, target groups, and capabilities for assessing diverse behavioral constructs in early childhood education settings. We synthesized data from 88 empirical studies, including standardized (47 studies) and non-standardized (41 studies) approaches. While the standardized DOS was defined as that which was consistently replicated across multiple research projects, the non-standardized DOS was tailored to the unique requirements of individual studies. Our findings suggest that while the standardized DOS offers a reliable method for generalized behavioral assessment, the non-standardized DOS is also widely and effectively used because it provides the flexibility required for more targeted behavioral evaluations. The Classroom Assessment Scoring System (CLASS) and the Individualized Classroom Assessment Scoring System (inCLASS) represent commonly used standardized tools, while non-standardized systems demonstrate particular strength in context-specific applications. The majority of the research was situated within pre-elementary contexts, with standardized studies having a median sample size of 158 compared to 136 non-standardized studies. Gender representation across the studies was notably equitable. A significant portion of related research has focused on populations at-risk of or diagnosed with emotional/behavioral disorders (EBDs) and attention-deficit/hyperactivity disorder (ADHD), accounting for 59.6% of standardized studies and 80.5% of non-standardized studies. DOS predominantly addressed emotional regulation (42%) and externalizing behaviors (21%).