Artificial intelligence (AI) has the potential to enhance learning and increase student participation, yet its incorporation in teaching depends heavily on teachers’ perceptions. This study draws on a survey of 285 teachers to explore their perspectives on the use of AI in education for students with special educational needs. Using statistical analyses and summative content analyses, the results revealed that 15.8% of teachers reported using AI in their schools, while only 7.4% felt confident in their ability to use it. Although current use is limited and familiarity with AI remains low, teachers acknowledge its potential to support student learning and enable innovative teaching practices. However, they also express concerns about equity and the credibility of AI tools, indicating a hesitation to fully embrace AI in the classroom. These findings highlight the importance of targeted professional development to equip teachers with the competencies needed to incorporate AI into their practice.
Käck et al. (Wed,) studied this question.