Challenges Special Education Teachers Encounter in Using Artificial Intelligence ‎Techniques to Teach Students with Disabilities in Inclusive Schools

Objectives: This study aimed to identify the challenges special education teachers face when employing artificial intelligence (AI) techniques to teach students with disabilities in inclusive schools in Jordan, and to examine the relationship between these challenges and selected variables.
Methods: A descriptive approach was used. The sample included 137 male and female teachers conveniently selected from inclusive schools. A scale was developed to assess challenges of AI use, consisting of 30 items distributed across three dimensions: knowledge, training, and support; logistics and infrastructure; and preparation and implementation of educational programs.
Results: Findings revealed significant challenges across all scale dimensions. Significant differences emerged based on educational qualification, with diploma holders facing greater challenges than those with a bachelor’s degree or higher. Teachers with less than five years of experience reported fewer challenges than those with more than five years. Private school teachers encountered fewer challenges than public school teachers.
Conclusions: The study recommends developing supportive policies and legislation to promote AI use in inclusive schools.