Utilizing Artificial Intelligence to Improve Teachers’ Knowledge and Instructional Strategies in Special Education Setting

Abstract

Teachers in special education settings are utilizing
artificial intelligence, a technology that mimics the human
brain, to enhance their knowledge and instructional strategies.
To achieve the objectives of the study, we used a quantitative
research design, and the sample included 300 special education
teachers selected by a simple random sampling technique. The
researchers themselves developed a questionnaire for the
assessment process, vetted it through expert review and factor
analysis, and demonstrated its high reliability with a Cronbach
alpha of 0.85. The study's progress, which was based on SPSS,
indicates that AI integration is this initiative's 1st most
important aspect. This tool has enabled their personalized
learning and improved their performance in normal schools
with other students. The work's findings suggest a potential
solution. The study's results indicate that such tools could prove
beneficial for individuals residing in remote, resourceconstrained
rural areas, potentially bridging the gap between
urban and rural areas. We must concentrate on this area and
enlighten more educators about the advantages of professional
development and AI intervention, both of which can adapt to a
diverse learning environment. These ideas highlight the full
potential of AI in special education, not only as a more
accommodating and successful tool in the classroom but also
as a foundation for future research on its long-term impacts.