This study explores the intersection of artificial intelligence (AI) and disability in education through a comprehensive bibliometric analysis. By analyzing 777 documents retrieved from the Scopus database, the study identifies key trends, themes, and emerging patterns in research related to AI and disability in education. The research design adopts a bibliometric approach, leveraging the Bibliometrix software for data analysis. The study reveals the most frequently used keywords, trend topics, and thematic maps, providing insights into the evolution of research in this domain. The conclusion underscores the potential of AI applications in education for individuals with disabilities, highlighting the contributions made to identifying special needs and facilitating personalized learning. Despite the promising prospects, the study acknowledges the need for continued research to address ethical concerns, improve application effectiveness, and enhance the training of experts in the field of special education.

As technology becomes deeply intertwined with our daily lives, parents of children with special needs face a unique set of challenges and opportunities in the digital landscape. This study delves into the digital awareness levels of these parents, exploring their views on digital parenting, the risks and rewards of technology for their children, and strategies for safeguarding their digital well-being. Through interviews and thematic content analysis, this study uncovered a nuanced picture: while digital tools offer tremendous benefits for children with special needs, they also present potential dangers if not managed carefully. Empowering parents with awareness and control features emerges as a crucial aspect of promoting digital competence and safety. This research calls for action from policymakers and technology developers, urging them to prioritize parental control features, awareness campaigns, and training programs to ensure a safer and more supportive digital environment for children with special needs.

While massive research has been conducted to see how remote learning and teaching is conduct during the COVID-19 pandemic, less focus has been paid on remote special education for students with disabilities. Therefore, it is still not clear how those students learned and what types of challenges they faced. To fill this gap, this study first collected data from the literature via a systematic literature review, and from both 51 teachers and 21 students with disabilities who were involved in this remote teaching and learning experiences via surveys. It then conducted bibliometric, content and thematic analysis to draw conclusions. The obtained findings highlighted that online and offline remote teaching methods from home were applied. Additionally, different learning assessment methods, such as mini-projects and simple quizzes were adopted by teachers to assess the gained knowledge of students remotely, but none of these methods relied on emerging technologies, such as big data and learning analytics. Finally, parents were a core actor to maintain remote learning from home for students with disabilities.

9th International Conference on Computer Supported Education (CSEDU) -- APR 21-23, 2017 -- Porto, PORTUGAL