<p>The use of artificial intelligence (AI) in education can change the learning process of students with disabilities. However, the empirical evidence in the developing countries is scarce. The study examines the effects of AI integration on the academic performance of students with disabilities in Khyber Pakhtunkhwa, Pakistan. It also examines whether the relationship is mediated by student engagement and whether academic performance is different in various forms of AI interventions. Using a quantitative design, survey data from 300 students in public and private schools were analyzed with partial least squares structural equation modeling (PLS-SEM). The findings show that AI integration positively affects academic performance. Student engagement mediates the relationship between AI integration and academic performance. Assistive technologies are strongly associated with improved learning outcomes. Conversely, adaptive learning systems do not exhibit any significant direct impact, whereas intelligent tutoring systems present a weak impact on the academic performance. These results emphasize the importance of AI integration, engagement, and access in inclusive education. The research has viable implications for policymakers, school administrators, and technological developers who want to provide equitable and effective AI-based education to students with disabilities.</p>