ARTIFICIAL INTELLIGENCE IN SPECIAL EDUCATION: PERSPECTIVES FROM SOUTH AFRICAN SPECIAL NEEDS EDUCATORS

Artificial intelligence (AI) has the potential to revolutionise the education of students with special needs, but its implementation in South African special schools remains largely unexplored.This study addresses this gap by investigating the perceptions of special-needs educators regarding AI and its potential impact on their teaching practices and student outcomes.This paper is situated in the Unified Theory of Acceptance and Use of Technology (UTAUT) framework.A qualitative research methodology, consisting of individual interviews, was employed to explore educators' perceptions of AI in relation to their teaching and learning in special education.A purposive sample of five educators from a special school in South Africa was used to collect data.This research suggests that educators acknowledge AI's potential to enhance customised learning, alleviate administrative responsibilities, and increase instructional clarity.Nevertheless, barriers such as accessibility issues, inadequate training, infrastructure limitations, and ethical concerns hinder its widespread adoption.Moreover, socio-economic disparities across South African special schools exacerbate the digital divide, influencing educators' readiness to use AI.This paper further emphasizes the need for professional development that integrates AI within the context of governmental support and regulation, ensuring the inclusive and ethical use of AI in special education for individuals with special needs.The article concludes with strategies for leveraging AI in special needs education in South Africa.