Rishik Rangaraju

2/26/24
11-2

Barua, Prabal Datta, et al. “Artificial Intelligence Enabled Personalised Assistive Tools to Enhance Education of
Children with Neurodevelopmental Disorders-A Review.” MDPI, Multidisciplinary Digital Publishing
Institute, 21 Jan. 2022, www.mdpi.com/1660-4601/19/3/1192.

The article goes into detail about the complex relationship between artificial intelligence and educational
assistance, specifically for children who have neurodevelopmental disorders (NDDs) such as ADHD, dyslexia,
autism spectrum disorders, etc. The authors demonstrate that AI tools can potentially have a significant impact
on addressing the unique learning needs of these children. An interesting finding by the authors from scans of
the brains of a neurotypical and autistic person was that the autistic brain had denser neural connections in
comparison. The authors also discuss the transformative potential of AI to revolutionize personalized learning
experiences, providing customized support and interventions tailored to the individual requirements of each
child with an NDD. Furthermore, they acknowledge challenges in implementing these AI tools in educational
classes for special needs students, including concerns about data privacy and security, the complexities of
sourcing appropriate datasets, and the financial implications involved. Recent studies have shown that AI
techniques have been reported to assimilate the independence of users’ actions and enable children with
learning difficulties to achieve their individual learning goals. The authors go on to advocate for continued
research and development efforts that aspire to utilize the full potential of AI technology to enhance the
educational experiences and outcomes of these children and make it clear that a collaborative approach that
integrates technological innovation with pedagogical expertise and compassionate care is needed.
The authors, Prabal Datta Barua, Jahmunah Vicnesh, Raj Gururajan, Shu Lih Oh, Elizabeth Palmer,
Muhammad Mokhzaini Azizan, Nahrizul Adib Kadri, and U. Rajendra Acharya, are qualified to discuss a
review of Artificial Intelligence Enabled Personalised Assistive Tools to Enhance Education of Children with
Neurodevelopmental Disorders because their credentials include publishing “An automated earthquake
classification model based on a new butterfly pattern using seismic signals'', working at the University of
Southern Queensland as a Professor of Information Systems, working at the Nanyang Technological University
as a Master of Engineering, and publishing “Trimodality image registration of ultrasound, cardiac computed
tomography, and magnetic resonance imaging for transcatheter aortic valve implantation and replacement image
guidance.” Their contact information, including email addresses, is included in the article. Written two years
ago, this source is current on the topic of Artificial Intelligence Enabled Personalised Assistive Tools to
Enhance Education of Children with Neurodevelopmental Disorders The authors of this article thoroughly
evaluated all sides of the issue. For example, they acknowledge concerns about the scarcity of public databases
and the challenges in obtaining data from children with neurodevelopmental disorders due to difficulties in
staying still and then address that opposing viewpoint by proposing the use of deep learning techniques to
develop a unique cloud-based model for personal learning. This inclusion shows that the article’s authors
acknowledge alternative viewpoints because they consider the limitations associated with current approaches
while also proposing innovative solutions to address them. The information contained in the source can be
verified elsewhere. For example, the author discusses the effectiveness of AI tools for personal education while
citing positive outcomes reported in various studies. This can be corroborated by Zhang et al. in their
publication “Exploring the Feasibility of AI-based Educational Tools in Low-resource Settings,” where they
discuss similar challenges regarding the implementation of AI tools in educational contexts and go into detail
about the technical and even financial considerations involved. The purpose of this article is to evaluate the
effectiveness and limitations of AI-based assistive tools in addressing the learning needs of children with
neurodevelopmental disorders such as ADHD, dyslexia, and autism. The audience is educators, researchers, and
policymakers involved or working in the field of special education. The article is appropriate for this purpose
and audience because it synthesizes findings from various studies to offer insights into the potential of AI tools
in supporting personalized learning for children with NDDs. For example, the authors critically examine the
Rishik Rangaraju
2/26/24
11-2

outcomes of different AI-based interventions, discuss their implications for educational practices, and highlight
various areas for research and development in the future.