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's 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, resource-constrained 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.