The study aimed to explore the reality and challenges facing teachers of people with disabilities using artificial intelligence (AI) educational applications in teaching children with disabilities in early childhood schools in the Kingdom of Saudi Arabia. A descriptive-analytical approach was used to collect data. The study sample consisted of 106 (41 males, 65 females) teachers of students with disabilities in early childhood education in the Kingdom of Saudi Arabia. The results showed that, from the perspective of teachers in the Kingdom of Saudi Arabia, the use of AI educational applications in teaching children with disabilities is weak. The study results indicated no statistically significant differences between teachers attributable to gender. The results also indicated no statistically significant differences between teachers attributable to academic specialization. The results indicated statistically significant differences between teachers attributable to years of experience, as the differences between the average scores of individuals in the challenges dimension and the scale as a whole were significant, while there were no significant differences in the reality dimension. The results also indicated statistically significant differences between teachers attributable to academic qualifications, as the differences between the average scores of individuals in the challenges dimension were significant for the scale as a whole, while there were no significant differences in the reality dimension.
Samirah Abdu Bahkali (Mon,) studied this question.