UAE Special Education Teachers' Perceptions of Artificial Intelligence Implementation for Students of Determination

Abstract

This study investigates the perceptions and practices of special education teachers in Abu Dhabi regarding the use of artificial intelligence (AI) in teaching Students of Determination. Using a convergent mixed-methods approach, the research gathered data from 163 teachers through a structured questionnaire and open-ended reflections. Results indicate high levels of AI adoption, with tools such as ChatGPT widely used to support curriculum planning, student engagement, and personalised learning. Teachers demonstrated moderate to strong understanding of AI principles, yet identified significant barriers to effective implementation, including insufficient SEN-specific training, infrastructure limitations, ethical concerns, and equity in access. Notably, the findings reveal that there are currently no AI tools specifically designed for special education contexts, prompting educators to adapt general-purpose platforms to meet diverse learner needs. Qualitative insights revealed both optimism about AI's potential and caution regarding its limitations, particularly in preserving the human connection central to inclusive education. As part of an ongoing research project, these findings highlight the need for targeted professional development, inclusive policy design, and cross-sector collaboration to ensure AI technologies are implemented ethically and effectively in special education settings.