TRANSFORMING SPECIAL EDUCATION: AI-BASED ASSISTIVE TECHNOLOGIES FOR CHILDREN WITH MULTIPLE DISABILITIES AND LEARNING DISABILITIES

Abstract

This research considered the contribution of AI-enabled assistive technologies to the educational care of children with multiple disabilities and learning disabilities in special education. To gather data from special education teachers (N = 350) who were working at government, private, and inclusive schools, the research team chose a quantitative survey approach. In the study, a self-purpose questionnaire was employed to collect information regarding the awareness availability usefulness, challenges, and future potential of AI-based assistive technologies. The research pointed out that teachers, overall, were optimistic towards using AI to enhance learning support communication classroom engagement, and individualized instruction. Moreover, the study pointed out that there exist differences in teachers' perceptions depending on their demographic profiles, such as gender area qualification, and type of institution. On the other hand, aspects like lack of training, lack of resources, and poor institutional support have been mentioned as hurdles. The research recognized that AI-based assistive technologies can be a game changer in the field of support to special education if properly aligned with training, facilities, and policy support.