A Framework for Self-Regulated Learning Utilizing AI to Support Students with Learning Disabilities in Inclusive Classrooms

Abstract

Inclusive educational systems commonly encompass students with learning disabilities, including dyslexia, dysgraphia, dyscalculia, and executive-function challenges, characterized by enduring struggles in attention regulation, working memory, planning, and autonomous task completion. These impediments contribute to educational inequality and diminished levels of learning engagement. Simultaneously, educators encounter notable obstacles in delivering consistent tailored support while managing instruction for the entire class, constraining their capacity to effectively cater to a diverse student body.

Despite the objectives of inclusive educational directives to enhance educational access, school involvement, and equal opportunities, implementation shortcomings persist. Learners with special education needs frequently necessitate continual metacognitive assistance, a challenging provision within extensive, varied classroom settings. Although Self-Regulated Learning (SRL) is pivotal for academic triumph, numerous students lack the requisite executive functioning proficiencies to autonomously apply SRL techniques. While Universal Design for Learning (UDL) bolsters instructional adaptability, it falls short in offering uninterrupted personalized support

This article advocates an Artificial Intelligence (AI)-backed SRL framework that merges AI technologies such as intelligent tutoring systems, learning analytics, and generative AI to bolster planning, performance, and introspection. The framework amplifies goal establishment, task dissection, monitoring, feedback provision, and directed reflection, thereby enriching learning opportunities and inclusive pedagogical approaches.

Educators retain a central role as educational facilitators who interpret AI-derived insights, tweak scaffolding, and gradually nurture learner autonomy. The framework aligns with Sustainable Development Goal 4 (Quality Education) by advancing inclusive and equitable education and Goal 10 (Reduced Inequalities) by heightening accessibility and involvement for students with specialized educational requirements.