In class, we’re supposed to read aloud. But when we look at the page, the letters seem to be dancing. The words blur together, and each sentence seems like a slog. We sit down to study at home: we try to concentrate, but our minds jump from one thing to another as if it were constantly flipping channels.

These conditions are very common: dyslexia and attention deficit hyperactivity disorder, among others, affect more than 12% of students in Spain . Sometimes they go unnoticed, and other times, they are mistaken for a lack of effort or interest. In both cases, they affect learning and self-esteem .

Schools and teachers cannot always offer students with learning difficulties the necessary adaptations: a lack of time, staff, and training can make this task very complicated. Technology, in these cases, can be an ally. Although there are no official figures on how many schools use artificial intelligence (AI), more and more experiences and projects are being published demonstrating its incorporation in the classroom to support students with learning needs.

From apps that read aloud with good intonation to virtual assistants that remind students of homework, to programs that automatically summarize or provide tailored explanations, AI systems can help us achieve more inclusive schools.

A more independent reading

One of the biggest advantages of AI in education is that it adapts to each student. Not everyone learns the same way, and these tools can be tailored to each individual’s needs.

For example, there are programs like Read&Write or Immersive Reader from Microsoft that help people with dyslexia or difficulty understanding what they read. These programs allow you to change the font size, divide words into syllables, or hear the text clearly, along with visual aids. This makes reading easier and more self-sufficient .

This not only improves comprehension. It also helps students gain confidence and autonomy, as they are less dependent on someone else to read the texts or explain what they don’t understand. Furthermore, these tools can help destigmatize those with dyslexia, as they allow them to work with greater independence and privacy, without having to constantly ask for help or expose themselves in front of the group .

Help with concentration and organization

For students with ADHD, there are apps that break tasks down into smaller steps, indicate when to take breaks, or help maintain focus. Some, like Glean , allow you to record what’s being said in class and then summarize it. This helps you review the most important topics without missing anything .

Tools are also being developed for those with intellectual disabilities. Some research has shown that AI-powered conversational systems can improve reading comprehension and communication skills in people with mild to moderate intellectual disabilities . In these cases, the technology serves as a bridge between what is taught in class and what each person can understand.

Real benefits… if used well

These tools not only make it easier to keep up with the class, but they can also help students feel more confident, improve their self-esteem, and learn with greater enthusiasm. Plus, many offer instant feedback: if you make a mistake, you can correct it right away . This is very useful for those with memory or organizational problems.

But how are these tools used in practice? Many are available as apps for computers, tablets, or mobile phones. Some have a free version, such as Vidnoz , which converts text to speech, or Resume.io , which allows you to generate automatic summaries of texts. Others, such as Avoma , for transcribing lectures and meetings, or Mindgrasp , for creating outlines and answering questions about documents, require a subscription. Expensive devices or a permanent internet connection aren’t essential, but basic access to technology and, above all, training are necessary to use it well.

For all this to work, it’s not enough to simply put technology in the classroom. Teachers must be prepared and know how these tools work, when to use them, with whom, and for what purpose. Technology alone doesn’t solve educational problems. It needs to be accompanied by sound pedagogical decisions.

There are also risks

Although artificial intelligence can be very helpful, it also has dangers if misused.

One of the clearest is dependency . If a person with dyslexia gets used to always having texts read to them, they may stop practicing reading and not improve. Technology should support, not replace, personal effort. To avoid this dependency, it is essential to use these tools as temporary or gradual support , integrating them into a teaching plan that combines the use of technology with traditional learning strategies.

For example, you can begin using digital reading aloud and gradually encourage students to try reading without assistance, or with occasional help only for the most difficult sections. It’s also helpful to establish specific times for use, and other times without technological support, so students can practice their skills. Teacher support is essential to balance the use of the tool with the development of individual skills.

Furthermore, it is important to involve students themselves in making decisions about when and how to use these aids, thus reinforcing their autonomy and sense of responsibility.

Another risk is forgetting the human side . No machine can replace a good teacher. No one can better monitor each student’s progress, provide encouragement, listen, and provide emotional support. This is essential when dealing with people with learning difficulties.

And privacy must also be protected. Many apps collect students’ personal data , and it’s not always clear what they do with that information. Therefore, schools must have clear rules, inform families well, and protect user data.

An opportunity for a fairer education

Artificial intelligence won’t solve all of school’s problems. But, if used well, it can be a great ally. To achieve this, governments must ensure that everyone has access to these tools. It’s also important to support research in real-life contexts and, above all, to listen to those who have the greatest learning difficulties, so that they can also participate in the design of these technologies.

Ultimately, artificial intelligence can help fulfill the right to quality education, as enshrined in the Spanish Education Law , for example . For many children and adolescents who have felt excluded, it may be necessary to participate, advance, and learn equally.

The important thing is not what tools we use, but how we use them so that everyone can learn with the same opportunities.

Author Bio: Lidia Márquez-Baldó is Professor and Researcher in the area of ​​Research Methods and Diagnosis in Education. Specializing in educational technology, attention to diversity, especially giftedness, and educational research at the University of Valencia