Aydogan, A.Kaptanlar, Y.S.2026-02-152026-02-152026978981965237297830319310559789819662968978303199996397830319501629783031947698978303200440697830319100749783032083807978303207717297898196889752367-337010.1007/978-981-96-8898-2_372-s2.0-105028297722https://doi.org/10.1007/978-981-96-8898-2_37https://hdl.handle.net/20.500.14517/8803This article comprehensively examines the opportunities and potential of artificial intelligence (AI) supported educational applications for individuals with disabilities. Various applications of how AI technologies can improve language skills, social interactions, learning experiences, and academic achievement of students with disabilities are discussed. AI supports personalized learning experiences, enabling the creation of educational strategies tailored to the individual needs of each student. The article discusses how AI-supported educational tools can transform the education of students with disabilities through applications such as adaptive learning systems, virtual simulations, and speech recognition software. It also highlights how these technologies are used in inclusive education models, where educators can differentiate instructional strategies, enabling all students to learn effectively. The integration of AI into the education of people with disabilities raises important issues, especially equal access and ethical issues. The article states that ethical issues such as data privacy, algorithmic biases, and the potential for exclusionary practices should be considered when developing AI applications. It is emphasized that a collaborative approach between educators, technologists, and policy makers is required to ensure that AI is accessible to all learners and can be implemented in an ethical manner. It is also discussed that AI-supported educational practices can develop important skills such as social skills, collaboration, and teamwork in students with disabilities. This study aimed to shed light on future research; in particular, it emphasizes the need for studies to evaluate the effectiveness of AI tools in education, their effects on student engagement, and learning outcomes. It is also argued that the long-term effects of integrating AI into the education of individuals with disabilities should be examined more comprehensively. It is emphasized that continuous learning, collaboration, and professional development among stakeholders should be encouraged in order to make the most of the potential of AI in education. In conclusion, it is concluded that AI has great potential in the education of individuals with disabilities, educational institutions should adopt AI technologies to create a broader inclusive educational environment, and ethical dimensions should be addressed to create an educational system where all students are best supported. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.eninfo:eu-repo/semantics/closedAccessArtificial IntelligenceEducational ApplicationsIndividuals with DisabilitiesPersonalized LearningVirtual SimulationsConference Object