Artificial Intelligence (AI) has the potential to transform education by providing personalized learning experiences tailored to individual student needs. This study explores the role of AI-driven educational tools in supporting students with disabilities in Ghana. Personalized learning in this context refers to adaptive instruction that adjusts to a student’s learning pace, style, and specific challenges, ensuring accessibility and engagement. Given the diverse nature of disabilities, including visual, auditory, cognitive, and physical impairments, AI technologies such as speech recognition, text-to-speech conversion, predictive learning analytics, and machine learning-based tutoring systems offer promising solutions. Using a structured observation qualitative approach, the study examines AI integration in four inclusive schools in Accra. Data were collected through direct classroom observations of 16 students with disabilities and interviews with 4 special education teachers and 2 educational technology experts. A thematic analysis assessed AI’s impact on learning outcomes, engagement, and independent learning. Findings indicate that AI-driven tools enhance student performance by offering tailored instruction and real-time feedback. However, limited infrastructure, inadequate teacher training, and restricted access to AI technologies hinder effective implementation. Teachers also expressed concerns about data privacy and algorithmic bias. To maximize AI's benefits for students with disabilities, the study recommends targeted teacher training programs on AI applications in special education, policy interventions to improve technological accessibility, and collaborative efforts between the government, private sector, and educational institutions to ensure sustainable AI integration. These efforts can ensure sustainable, AI-driven, inclusive education in Ghana.

Keywords: Artificial Intelligence, Personalized Learning, Special Education, Assistive Technology, Inclusive Education.