This study examines the role and effectiveness of inclusive artificial intelligence (AI) tools in developing English language skills among learners with disabilities, addressing the growing importance of digital technologies in ensuring equal access to education. The main aim of the research is to evaluate the impact of speech-to-text, text-to-speech, and personalized digital support functions on learners’ reading, writing, listening, and speaking skills. Methodologically, the study is based on a mixed-method approach, using pre-test and post-test results, analysis of written tasks, classroom observations, and semi-structured interviews with teachers and students. The findings indicate that inclusive AI tools have a particularly positive effect on writing performance and reading comprehension, while also enhancing learner autonomy and classroom engagement. The conclusions highlight the scientific and practical value of integrating AI-based assistive technologies into inclusive English language teaching in order to improve educational quality and promote equal learning opportunities.

inclusive education, artificial intelligence, learners with disabilities, English language teaching, speech-to-text, text-to-speech, digital learning technologies.

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