HASSAN RAFI’ ALI SHAHEEN,NABEEL IMHIMMED MOHSSEN ZANOON
DOI: https://doi.org/Background: Artificial Intelligence (AI) is increasingly being integrated into educational settings to support students with diverse learning needs. In the context of special education, AI tools offer promising solutions to enhance engagement, personalization, and accessibility. However, the perceptions of educators play a crucial role in determining the successful adoption and implementation of these technologies.
Objectives: This study aimed to explore the perceptions of special education teachers in Amman City, Jordan, regarding the role of AI applications in supporting individuals with special needs. Specifically, the study examined their views on the benefits, accessibility, and challenges of AI in the classroom.
Methods: A cross-sectional quantitative design was employed. The study sample included 351 special education teachers selected through convenience sampling. Data were collected using a self-administered online questionnaire consisting of two sections: socio-demographic information and 21 Likert-scale items measuring perceptions across three domains—perceived benefits, ease of use/accessibility, and concerns/challenges. Data were analyzed using IBM SPSS version 26, applying descriptive statistics, t-tests, and one-way ANOVA to examine differences based on socio-demographic characteristics.
Results: Findings indicated generally positive perceptions of AI among participants. The highest scores were observed in the domain of perceived benefits (M = 4.08, SD = 0.28), followed by concerns and challenges (M = 3.96, SD = 0.26), and ease of use and accessibility (M = 3.70, SD = 0.29). Teachers appreciated AI’s ability to enhance student engagement, personalize instruction, and support communication. Significant differences were found based on gender, age, teaching experience, and educational qualification. Female teachers and those with higher degrees or longer experience reported more favorable perceptions.
Conclusion: The study highlights a generally positive outlook on AI applications in special education among teachers in Amman. However, barriers such as limited training, language availability, and ethical concerns must be addressed. Educational policymakers should focus on professional development and infrastructure enhancement to support the effective integration of AI in inclusive education settings.
