Teachers' Perceptions of the Role of Artificial Intelligence in Facilitating Inclusive Practices for Students with Special Educational Needs and Disabilities: A Case Study in a Private School in Abu Dhabi

Abstract

The integration of Artificial Intelligence (AI) in education has raised significant discussions about its role in supporting inclusive learning for students with Special Educational Needs and Disabilities (SEND). The purpose of this study is to explore teachers’ perceptions of AI’s effectiveness in facilitating inclusive practices within a private school in Abu Dhabi city in the UAE. This paper constitutes a small-scale study that used a qualitative method in order to obtain responses to the research question through semi-structured interviews. Thematic analysis of data collected from five subject teachers was used to determine their experiences, perceived benefits, and the challenges linked to the integration of AI from the teachers’ perspectives. In light of the results, the study disclosed that AI tools such as Immersive Reader, Edmentum Study Island, Quizizz, and ChatGPT enhance personalised learning, student engagement, as well as independent learning for SEND students. It is worth mentioning that AI’s potential in differentiated instruction and adaptive feedback has been indeed acknowledged by teachers. Yet several barriers were highlighted. Findings referred these barriers to limited teacher training, technological accessibility, and data privacy concerns, as well as ethical biases in AI algorithms. Moreover, in this regard, teachers reiterated that human interaction with SEND students could not be replaced by AI tools because the tools automate tasks and ease engagement, but they do not offer emotional and social support. The study wrapped up with a list of recommendations such as enhanced professional development programmes for teachers, improved AI infrastructure, as well as collaborative efforts among stakeholders to ensure the ethical and indeed effective use of AI in inclusive education. This study contributes to the literature by offering practical insights into the use of AI for inclusive education and as well outlining key challenges that must be addressed in order to get effective AI implementation. The significance of this research stems from its focus on a rarely explored context providing valuable insights into how AI can be leveraged to enhance inclusive education in similar educational settings. Finally, various factors posed limitations to the study, including the small sample size, the focus on a single private school, and relying entirely on semi-structured interviews, this, in turn, may limit the generalizability of findings.