Introduction This investigation examines the perceptions of educators regarding artificial intelligence (AI) technologies in the context of teaching students with disabilities, focusing on their effectiveness, the challenges of implementation, and their impact on student engagement. Methods A structured questionnaire consisting of 16 items, organized into three dimensions, was used to gather data from a sample of 740 educators working with students with disabilities (407 males and 333 females). The data were analyzed using descriptive statistics and ANOVA. Results The results show no statistically significant differences among demographic variables, indicating a shared understanding among educators regarding their perceptions of AI technologies in special education. Additionally, the results indicate a predominantly favorable view of AI tools, reflected in a mean score of 3.90, suggesting robust confidence in their ability to improve learning outcomes. Nonetheless, educators recognized considerable challenges in implementation, as indicated by a mean score of 3.76, particularly concerning data privacy and technical issues. Furthermore, the views on AI’s influence on student engagement were average, reflected in a mean score of 2.82, indicating an area that requires enhancement. Conclusion This investigation underscores the potential of AI to enhance special education while emphasizing the need for targeted professional development and institutional support to address implementation challenges.
Husain Rushadan Alruwaili (Tue,) studied this question.
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