Artificial Intelligence Use in Special Education: Hidden Needs Reflected Through Questions

This study examines the professional needs of special education teachers as reflected in AI-generated responses to a systematically developed set of questions, within the framework of Uses and Gratifications Theory (UGT). Rather than consulting teachers directly, the study analyzes the outputs of six AI-based conversational tools in order to reveal the cognitive, emotional, social, and professional gratifications underlying teacher-AI interactions in special education contexts. The study was conducted using an exploratory and interpretive qualitative research design. Data were collected through document analysis of AI-generated responses to 20 systematically selected questions and analyzed using an inductive analytical approach. The analysis was structured within the theoretical framework of UGT. The findings indicate that teachers' interaction with AI tools reflect not only information-seeking but also efforts to reduce uncertainty, seek ethical validation, achieve emotional relief, alleviate professional isolation, and share responsibility. In addition, the questions primarily focused on inclusive education, behavior management, Individualized Education Program (IEP) processes, and ethical decision-making. The results demonstrate that AI-based digital counseling tools function as sources of emotional and professional support for teachers, alongside their pedagogical role. The study offers implications for incorporating the ethical and pedagogical dimensions of AI into teacher education and in-service support systems.