Impact of AI on the inclusion of Learners with Special needs: Public Policy Perspective in Contemporary Scenario

Abstract

Artificial intelligence possesses the capacity to profoundly transform how teachers engage with students who possess exceptional requirements. The influence of AI and other technologies has extended far across various industries, including academia. These advancements have significantly facilitated the learning process for students with disabilities such as sensory, motor, cognitive, and others. European nations are progressively dedicated to upholding human rights and promoting inclusive education. Nevertheless, the enduring disparities in education and social opportunities suggest an inconsistent application of inclusive education. The utilization of artificial intelligence (AI) has had a dual effect, not only on learners with special needs but also on educational institutions by facilitating the development of inclusive teaching methods. This study is a working paper that aims to analyze the impact of AI on education for learners with special needs. The data collection was accomplished through qualitative research, including focused interviews with teachers and students who have special needs. The data was additionally gathered from academic databases such as Scopus and Science Direct, as well as from newspapers, journals, and blogs. The gathered responses were analyzed using content analysis. The study specifically examined whether the literature addressed the issue of assessing the influence of AI on special education for students with special needs, the utilization of artificial intelligence to promote inclusive education, and the use of AI to assist teachers in advancing special education. The study also attempted to provide a framework, based on focused interviews, for inclusive special needs education in the future.