UNESCO IITE Releases Global Study on AI and ICT for Inclusive Education of Students with Autism, ADHD and Learning Difficulties

UNESCO IITE published a 2026 global study on the role of artificial intelligence and information and communication technologies in supporting inclusive education for students with autism, ADHD and learning difficulties. The research examines how digital technologies enhance participation and learning within digitized education systems, using literature review, expert interviews and case studies. The report is authored by May Agius with contributors including Alperen Sağdıç, David Banes and Jingying Chen, and is available for download in English.

The report extends AI education discussion from general classrooms to students with autism, ADHD and learning difficulties, directly informing special education teachers, school administrators and education product teams about assistive technology selection and classroom inclusion approaches. Its value lies in identifying cross-context key factors through literature review, expert interviews and case studies, but the original text provides no independent quantitative outcome data, so no specific gains in learning or participation can be inferred. Special education teachers and schools gain a cross-context reference on key factors for AI and ICT in inclusive education, useful for assistive technology selection and classroom arrangements. Education product teams serving special educational needs can adjust feature design toward participation and learning support rather than general classroom scenarios.