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Artificial Intelligence and Response to Intervention (RTI) Frameworks in Inclusive Education: An Analytical Review |
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PP: 1-29 |
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doi:10.18576/isl/150101
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Author(s) |
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Afnan Abdulhafez Aldayyat,
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Abstract |
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| This study aims to analyze research trends concerning the integration of Artificial Intelligence (AI) and the Response to Intervention (RTI) framework within inclusive education contexts through a systematic analytical review of thirty-three (33) peer-reviewed empirical studies. The study sought to construct an analytical map of the thematic, methodological, and geographical dimensions of scholarly production at this interdisciplinary intersection and to examine the degree of maturity in the integration between the two domains. The study also aimed to provide an interpretive analytical reading of the conceptual and procedural patterns underlying the integration of artificial intelligence applications and Response to Intervention (RTI) systems within inclusive education contexts.
These findings suggest that the field is still transitioning, with only partial functional integration with predictive analytics and decision-support at the forefront, rather than truly integrated models embedded in MTSS. It also suggests a lack of longitudinal experimental studies, with a predominance of conceptual articles and a strong focus on the U.S.
Based on these findings, the levels of partial, procedural, and structural integration were proposed as a metaphor for the growth of this field. Development of experimental models of integration of AI-based tools into the full structure of the RTI system is encouraged to move from an instrumental use of AI tools toward a sustainable structural integration of AI in inclusive education.
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