The Reality of Using Artificial Intelligence Applications in Teaching Students with Disabilities in Inclusive Schools in Jordan from the Point of View of their Teachers

The present study aimed to examine the reality of using artificial intelligence in teaching students with disabilities in inclusive public schools in Jordan, from the Point of View of their teachers, in light of variables represented by academic qualification, job rank, and computer skills. The sample consisted of 288 teachers who were purposefully selected. To achieve the study’s objectives, a scale was developed to measure the degree of AI use in teaching students with disabilities, distributed across three dimensions: assessment, instructional planning, and teaching. The psychometric properties of the scale were verified. The results showed that the level of using AI in teaching students with disabilities was low across all dimensions. Furthermore, the findings indicated no statistically significant differences at the (α = 0.05) level in the degree of use attributed to academic qualification or job rank, while statistically significant differences were found in favor of computer skills at the basic level.