Special Education Teachers’ Perspectives on the Use of Artificial Intelligence Applications in Teaching Students with Disabilities

Background/Purpose. This study investigates the extent to which artificial intelligence (AI) applications are utilized in special education classrooms in Kuwait, drawing on the perspectives of special education teachers. It aims to identify the gap between teachers’ recognition of AI’s potential and their actual classroom practices, as well as to identify key barriers that hinder effective AI integration.

Materials/Methods. A quantitative, descriptive-analytic design was adopted. Data were collected using a structured questionnaire administered to a randomly selected sample of 96 special education teachers in the Hawalli district. The instrument measured three dimensions: (1) current use of AI applications in teaching students with disabilities, (2) perceived importance of AI in special education, and (3) obstacles to its effective use. Reliability analyses showed high internal consistency (Cronbach’s α = 0.92 for the overall scale), and data were analyzed using descriptive statistics, Pearson correlations, and inferential tests.

Results. Findings revealed a striking disparity between perception and practice. The actual use of AI applications was rated very low (M = 1.10, SD = 0.44), whereas perceived importance was rated high (M = 3.99, SD = 0.07). Teachers valued AI for its potential to enhance collaboration, support individualized learning, and increase student engagement. However, obstacles were rated very high (M = 4.52, SD = 0.16), with the most critical being the lack of technological infrastructure (M = 4.96) and insufficient training in AI use (M = 4.86).

Conclusion. The results underscore an urgent need for targeted professional development programs that build teachers’ technical competence in AI integration, alongside investments in robust technological infrastructure. Addressing these barriers could bridge the gap between awareness and implementation, enabling AI to fulfill its potential in improving learning outcomes for students with disabilities in Kuwait. This study enriches the literature on AI in education by highlighting context-specific challenges and opportunities in special education settings.

Keywords: Artificial Intelligence, Disabilities, Special Education Teachers, obstacles, Kuwait

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