Challenges to using artificial intelligence to develop skills of children with disabilities from the perspective of expert teachers
Volume 1 , Issue 1 , September 2025 , Pages 137-164
Authors
د. سۆران حمەامین احمد ملا 1 ; م. م. بلال محمود عبدالقادر حسن 1
1 قسم التربية الخاصة، كلية التربية الأساسية، جامعة السليمانية
10.17656/jzsb.11713
Keywords
Abstract
This study aims to examine the extent to which artificial intelligence (AI) programs are used and implemented, as well as the challenges that hinder the development of the abilities of children with special needs, specifically those with autism spectrum disorder and intellectual disabilities, from the perspectives of Expert Teachers in special education. It also seeks to identify the attitudes of these teachers and specialists toward applying AI programs in enhancing the abilities of children with special needs. The sample consisted of 100 teachers and specialists working with children with special needs in schools, kindergartens, and special needs centers in the Sulaimani Governorate, including both males and females. The research instrument was an AI scale developed by the researcher, drawing on the studies of Makari (2023), Al-Salim (2023), and Al-Balawi (2024). The scale contained 27 items.
Findings revealed that all identified challenges were notably significant. Overall, teachers and specialists showed a Negative attitude toward applying AI programs to develop the abilities of children with special needs (autism spectrum disorder and intellectual disabilities). No statistically significant differences were found in the use and implementation of AI programs for these children based on the demographic variables of years of service, gender, or workplace. However, statistically significant differences were found in teachers’ specialization.
Statistics
- Article view445
- Downloads17
- First online28 September 2025
- Published at28 September 2025
- RIS
- BibTeX
- EndNote
- Mendeley
- APA (7th edition)
- MLA (9th edition)
- Chicago
- Harvard
- IEEE
- Vancouver