From Struggle to Script: Enhancing Reading and Writing in Palestinian Special Education Through Artificial Intelligence

Abstract

Students with a learning disability frequently find it difficult in achieving the primary skills of literacy, especially in an under-resourced context such as Palestine. With the structure of traditional instruction, few are those able to address the learning needs of exceptional children, creating an opportunity for some sort of technological intervention. The present study analyzed the impact of AI-based interventions on reading and writing skills for students with learning disabilities. Using a mixed-method quasi-experimental approach, the study combined quantitative pre-tests and post-tests with qualitative reflections on attitudes and motivation. A total of 79 students, enrolled in two private schools in Jerusalem, aged between 8 and 12 years old participated. The participants were assigned randomly to one of four groups: three experimental intervention groups and one control group receiving conventional instruction. Data collection consisted of standardized literacy assessments, behavioral checklists, and an attitude scale after the intervention. Quantitative data analyses were done using t-tests, one-way analysis of variance, and effect-size calculations. The findings revealed statistically significant enhancements in both reading and writing skills, across the three experimental groups, with the biggest gains due to the use of the adaptive AI tools (p < .01). There appeared to be no gender-based differences in the raw scores. Qualitative feedback highlighted the increase in motivation among students. These results demonstrate the pedagogical value of AI applications in special education and support their integration into individualized literacy instruction. The study further emphasizes the need for scalable, culturally relevant, and ethically-grounded AI solutions.

https://doi.org/10.26803/ijlter.24.10.34