Integration of artificial intelligence in the personalized learning of students with autism in primary education in Latin America (2018–2024)

Abstract

This study reviews how artificial intelligence (AI) is being used to help students with autism (ASD) in primary school in Latin America between 2018 and 2024. The PRISMA method was used to review 13 studies chosen from 25 found in established databases. The results were grouped into five themes: (1) technological devices for learning; (2) how much they help in school, in being independent and getting along with others; (3) ethical issues and how the studies are conducted; (4) protection of personal information and whether everything is done correctly; and (5) what other studies have not done well. It was found that AI, with interacting robots, adaptive systems, and models that create things, helps make learning more personal and helps children with ASD communicate better and become more independent. However, there are problems such as teachers not knowing how to use these technologies, not everyone has access to the internet, and schools in Latin America do not have what they need. There are also concerns such as whether personal information is protected and whether everyone can access these technologies equally. Ultimately, AI can be a good tool to make education available to everyone in this region, if the government supports it, teachers are trained, and there are clear rules for its proper use so that everyone has equal opportunities.