While Artificial Intelligence (AI) is emerging as assistive technology for students with identified disabilities there is a need to understand the present literature and set new directions for future study. There is also a need to consider how students that have been identified with disabilities and their families might be positioned by technologies that are supposed to facilitate educational processes. The purpose of this review was to identify relevant studies and determine their characteristics as well as describe the positions and orientations to these young people and their families. Moving into 2023, the research base was slim, yet there were troubling patterns emerging in how AI was positioned in the context of relieving the burden of working with young people identified with disabilities, rather than empowering young people and their families. Recommendations for future research and research practices are shared.