ETHICAL CHALLENGES AND OPPORTUNITIES OF ARTIFICIAL INTELLIGENCE FOR PERSONS WITH INTELLECTUAL DISABILITIES:

Abstract

Background: Artificial Intelligence (AI) is increasingly transforming educational environments through personalized learning systems, intelligent tutoring platforms, assistive technologies, and data-driven educational practices. For learners with intellectual disabilities, AI offers significant opportunities to improve accessibility, communication, participation, and individualized learning experiences. However, the use of AI also raises ethical concerns related to autonomy, informed consent, privacy, algorithmic bias, digital exclusion, and human dignity. Despite the growing discourse on AI ethics, the specific needs and rights of persons with intellectual disabilities remain underrepresented in existing literature.

Methodology: This conceptual paper adopts an integrative literature review methodology. Relevant literature published between 2020 and 2026 was identified through databases including Google Scholar, ERIC, Scopus, and Web of Science using keywords related to artificial intelligence, intellectual disability, inclusive education, ethics, accessibility, and social responsibility. In addition, key policy documents such as the UNCRPD and UNESCO's Recommendation on the Ethics of Artificial Intelligence were reviewed. The selected literature was analyzed thematically to identify major opportunities, ethical challenges, and principles for the responsible use of AI in inclusive education.

Results: The review identifies both opportunities and challenges associated with the use of AI for learners with intellectual disabilities. AI-based technologies can support personalized learning, enhance communication, promote independence, and facilitate educational participation. At the same time, concerns emerge regarding data privacy, accessibility barriers, algorithmic discrimination, reduced human agency, and unequal access to digital resources. Five key ethical dimensions were identified as central to the responsible use of AI: human dignity, autonomy, privacy, accessibility, and social responsibility.

Conclusion: The paper argues that the ethical implementation of AI in inclusive education requires a disability-inclusive approach that prioritizes equity, participation, transparency, and respect for human rights. Educators, policymakers, researchers, and technology developers share responsibility for ensuring that AI technologies promote meaningful inclusion rather than reinforcing existing inequalities. Ethical and socially responsible AI has the potential to contribute significantly to educational access and social participation for persons with intellectual disabilities.