A Systematic Review of the Role of Artificial Intelligence in Enhancing Support Systems for STEM Students with Disabilities in Higher Education: A Path Toward Equity and Inclusion – Phase 1

Document Type

Conference Session

Publication Date

4-9-2026

UN Sustainable Development Goals (SDGs)

Goal 4: Quality Education

Abstract

With the continuing rise of artificial intelligence (AI) in higher education spaces, its role in enhancing accessibility, equity, and inclusion for students with disabilities (SWD) in science, technology, engineering, and mathematics (STEM) programs has become a major point of consideration for major key stakeholders within the education sector.

Administrators, faculty and students are considering ways of incorporating AI assistive technology opportunities to enhance how educational institutions currently design, deliver, and assess accommodations for STEM students with disabilities. This systematic literature review examines how AI assistive technologies compare with traditional institutional accessibility accommodations creating equitable and inclusive learning opportunities for STEM students with disabilities. This systematic review involved an analysis of peer-reviewed studies published between 2015 and 2025, based on specific selection and assessment criteria to identify key themes and trends in the existing research. Backed by many years of validated research, traditional accommodations have historically enabled students with disabilities to access learning and participate more fully in their academic pursuits (McNicholl et al., 2021). However, with the increase in AI-based technology, traditional accommodation is now seen through the lens of  reactive intervention addressing barriers only after they arise and may lack the functionality to meet the individualized needs of students in real time within STEM learning environments. AI-based assistive technologies, including adaptive learning platforms, intelligent tutoring systems, and real-time accessibility tools, bot driven learning platforms, offers a proactive approach to personalized forms of support. Despite these promising developments, the literature reveals several risk factors and ethical considerations associated with implementing AI-assisted support tools. Challenges include inadequate user training, access to AI technology and general mistrust of automated systems by both students and faculty (Ahmadi et al., 2024).

Both traditional accommodations and AI assistive technology offer support independently, combined they provide students with disabilities more effective and efficient opportunities toward equitable learning experiences. Ultimately, the findings aim to provide recommendations for higher education institutions in integrating AI-enhanced assistive support for SWD.

Host

Holiday Inn Saratoga Springs

Conference/Symposium

SUNY General Education Conference

City/State

Saratoga Springs, NY

Department

College of Arts and Sciences

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