Artificial intelligence (AI) is becoming increasingly integrated into everyday life, helping to automate routine tasks and freeing up individuals to focus on more complex, creative, or interpersonal responsibilities. Yet, the use of AI presents unique concerns related to privacy and bias. While AI developments have become widespread in K–12 and higher education settings, far less is understood about their use in early intervention (EI) and early childhood special education (ECSE). To fill this gap in the literature, we conducted an exploratory multi-method study to examine how EI/ECSE professionals perceive and utilize AI in their practice. Results from 68 participants provided unique preliminary insights into the knowledge, use, attitudes, needs, benefits, and concerns of AI by EI/ECSE professionals. Our findings reveal a complex landscape of attitudes toward AI among EI/ECSE professionals, characterized by cautious optimism coupled with significant knowledge gaps and professional development needs. Limitations, implications for practice, and future research directions are discussed.
Meadan et al. (Wed,) studied this question.