Empowering Independent and Critical Learning in High School Students with Learning Disabilities and ADHD: A Mixed-Methods Study on the Impact of Artificial Intelligence

Abstract

Students with learning disabilities and attention-deficit/hyperactivity disorder (ADHD) often struggle with executive functioning, independent learning, and critical thinking within traditional instructional settings based on uniform pacing and standardized content. Following the growing integration of Artificial Intelligence (AI) into educational settings, this study examines the perceived contribution of AI tools to independent and critical learning among high school students with learning disabilities and ADHD. A mixed-methods design was employed with 105 students in grades 9–12, combining pre–post questionnaires across four dimensions - self-confidence, concentration, organization and time management, and critical thinking—with thematic analysis of open-ended responses describing students' experiences. The findings suggest that AI's contribution was reflected primarily in the emotional and motivational aspects of learning, particularly self-confidence and autonomous engagement with learning material. Quantitative changes were modest: self-confidence showed a slight non-significant increase; organization and time management showed a moderate non-significant decrease; and concentration remained generally stable, although a significant decrease was found among younger students. Qualitative findings indicated that students experienced AI as helpful in accessing, simplifying, and organizing academic content, but also revealed a risk of over-reliance on AI-generated responses without sufficient critical evaluation. The study underscores the importance of guided, age-appropriate, and pedagogically mediated AI use in inclusive educational settings.