Integrating artificial intelligence to enhance inclusive education for students with special needs in Jordan and the UAE: Perspectives of teachers and parents.

The study investigated Senior High School (SHS) mathematics teachers’ preparedness to implement inclusive mathematics education principles and practices in their mathematics classrooms. A sequential explanatory mixed methods design was employed with a sample of 195 SHSs mathematics teachers selected conveniently and purposefully, from the then 10 political regions of Ghana, to participate in the study. Data was collected using a cross-sectional survey that used a structured questionnaire, administerd online, to elicit information on SHS mathematics teachers’ preparedness to implement pedagogical practices assoiated with inclusive mathematics education in the classroom. This was followed by interviews with 4 mathematics teachers from the 4 of the five Ghana Education Service school placement categories. The study revealed that mathematics teachers in senior high schools are inadequately prepared to implement an inclusive mathematics education curriculum principles and practices in their classrooms. Most of the teachers’ knowledge of inclusive education principles and practices is low. It was observed that approximately 59% of the mathematics teachers sparingly use inclusive education practices or strategies in their mathematics classrooms. It is therefore recommended that various stakeholders, particularly, the Ghana Education Service, should put measures in place to organize training on inclusive mathematics education to upgrade in-service mathematics teachers’ knowledge on inclusivity. Also, mathematics teacher education programmes in teacher education colleges and universities should be reviewed to include inclusive mathematics education principles and practices so that mathematics teachers from various institutions would be equipped to practice inclusivity in their mathematics classrooms.

Inclusive education (IE) in Kuwait has evolved significantly over the past few decades, driven by international and national educational policy and legal frameworks. This article synthesises Kuwait’s IE context from a personal professional perspective using focused research findings on IE policy and legislative frameworks, teacher preparation and perspectives, evidence-based practices (EBPs) in inclusive settings, and the impact of EBPs on Kuwaiti students with special educational needs (SEN). Key findings highlight a personal perspective of significant progress and future the direction of education for students with SEN in mainstream schools in Kuwait. Despite progress, gaps remain in teacher readiness, curriculum adaptation and modification, and effective implementation. Future research needs to focus on using artificial intelligence in IE and strengthening Kuwait’s IE practices.

The Importance of Elements of Inclusive Education

The right of children with special needs to education is realised through the introduction of inclusive education. Such practice is common in many countries around the world. An inclusive setting in early childhood education protects children from segregation and negative attitudes from others. In Ukraine, in connection with European integration, preschool inclusive education is actively developing. Accordingly, studying of inclusive education and the practice of preschool educational institutions for children with special educational needs in the country is relevant, and determining the specifics of this process became the purpose of this study. Analysis of the legal framework, method of comparative analysis, synthesis and analysis of quantitative indicators, questionnaires, systematisation and generalisation of statistical data were used during the research. A comparison of inclusive preschool education implementation experience in the European Union (EU) and Ukraine was conducted and the main trends in the development and implementation of inclusive education in Ukraine were identified. It was found that membership in the EU has a positive effect on both pre‐primary education in the member states and the practice of inclusive education. This study can be useful for educators and policy makers in Ukraine for developing ways to improve the situation with inclusive education both in preschool educational institutions and in schools, as well as for educators and policy makers from other countries, especially the Commonwealth of Independent States (CIS) countries, where similar processes are taking place in their educational systems.

The vision of inclusion and inclusive education has been a guiding principle in many countries since the Salamanca Statement was adopted in 1994. This chapter aims to investigate teachers’ attitudes towards inclusion policy, as well as their attitudes towards understanding and readiness to implement inclusive educational practices. It focuses on contextual conditions, and gives insight into the Russian school contexts on legislative frames and on guiding principles for providing special needs education. Demographic and personality factors can also influence teachers’ attitudes towards inclusion and inclusive education. Nevertheless, several studies have revealed that teachers’ attitudes towards inclusion can be influenced by their educational and practical experiences. Russia is a large country, and there are multiple approaches towards inclusive education on the different levels of the educational system. However, the research-based knowledge that specifically investigates teachers’ attitudes towards the policy and practice of inclusion and inclusive education in Russia is still sparse.

Aim/Purpose: Evaluate teachers’ perceptions, strategies, and challenges in integrating artificial intelligence (AI) into K-12 education and identify patterns and trends in the data from the reviewed studies. Background: This systematic review examines a decade of innovation to explore the transformative impact of AI on education (2014–2024). Adhering to PRISMA 2020 guidelines, the study uncovers key trends, challenges, and breakthroughs in AI-driven teaching and learning, offering a comprehensive perspective on how AI reshapes educational practices and methodologies. Methodology: The study employs a systematic review to analyze the implementation of AI techniques and tools in primary education, following the PRISMA 2020 guidelines to ensure the reliability and effectiveness of the findings. To achieve this, an extensive search was conducted in academic databases such as Web of Science, Scopus, and ERIC, focusing on empirical studies and peer-reviewed articles published between 2014 and 2024. Only accessible, peer-reviewed articles classified under Education and Educational Research and published in English or Spanish were selected. The search strategy was structured into five categories aligned with the research questions to identify relevant studies accurately. The selection process was carried out in three phases – Identification, Screening, and Inclusion – applying predefined criteria to guarantee the quality and relevance of the selected studies. Of an initial total of 514,919 articles, 488,940 were excluded for not meeting the inclusion criteria. After removing duplicates and evaluating titles, abstracts, and full texts, a final set of 28 studies was included. Contribution: The study explores the integration of AI in primary education, revealing both teachers’ enthusiasm and the challenges they face. While AI is perceived as a tool to enhance critical thinking, problem-solving, and student engagement, its implementation is limited by insufficient training, resources, and institutional support. Despite these obstacles, teachers show confidence in designing AI-integrated curricula, though this is weakened by inadequate infrastructure and technical support, highlighting the need for continuous professional development. The study also stresses the importance of establishing a competency framework for AI literacy and adopting a systemic approach to AI education. Additionally, ensuring safe learning environments by addressing data privacy and AI biases remains a key challenge. Overcoming these issues is essential for the ethical and effective integration of AI, maximizing its benefits while safeguarding student equity and security. Findings: - Educators see the potential of AI to personalize learning. - Barriers are lack of training and resources for teachers. - Importance of continuous training in digital skills. - Need for policies that promote AI literacy. - Collaboration with experts to optimize AI in the classroom. Recommendations for Practitioners: Teachers are encouraged to collaborate in using AI tools to enhance educational outcomes, supported by continuous professional development programs, clear policies that safeguard privacy and promote equality, and a framework that preserves human autonomy in integrating AI technologies. Recommendation for Researchers: The lack of empirical research on AI interventions in education limits understanding of its true impact, highlighting the need for future studies to fill this gap and optimize its application for greater educational benefits. Impact on Society: The integration of AI in K-12 education is not just an opportunity; it is a necessity to prepare future generations for an increasingly digital world. While AI has the potential to revolutionize learning by fostering critical thinking, personalization, and engagement, its impact depends on how effectively it is implemented. To ensure its benefits, it is essential to empower educators and students with AI literacy, address issues like bias and data privacy, and establish robust legal frameworks for fair and transparent use. Without proactive policies, AI could widen educational inequalities instead of reducing them. A responsible, human-centered approach is needed to create an inclusive, ethical, and effective AI-powered education system. Future Research: The article highlights the urgency of future empirical research to better understand the real impact of AI in education, as the lack of intervention studies limits its optimal application. Analyzing how AI influences learning outcomes, teaching dynamics, equity, and accessibility is essential, along with investigating the pedagogical competencies and technological conditions that affect its adoption. To this end, expanding the scope of studies is recommended by incorporating multicultural and multilingual perspectives, exploring AI applications across various disciplines and educational levels, and promoting interdisciplinary approaches that address ethical, social, and pedagogical dimensions.

In the present world, Artificial Intelligence (AI) is referred to as intelligent systems based on enormously large datasets that are capable of analyzing their surroundings in order to fulfil specific tasks in different fields. Like the influence of artificial intelligence impacts on different careers to achieve great feats, inclusive education is one important area that influences and develops by the integration of artificial intelligence in the successful implementation of inclusive education practices. This article mainly discusses how Artificial Intelligence (AI) is leveraged within educational environments to support students with disabilities and inclusive strategies and experiences. The main question connected with this article concerns about that the role and impact of AI across diverse educational settings and, in particular: “How is Artificial Intelligence (AI) being utilized within educational settings to support individuals with disabilities and promote inclusive education?” Focusing various educational strategies in teaching and learning for students in inclusive education practice this article aims to describe the key ideas of the article. In 21st century education system, inclusive education plays a pivotal role in reaching the quality level of education by helping students with special needs. Therefore, this article highlights the role of Artificial Intelligence in the successful implementation of inclusive education.

This qualitative interpretative phenomenological study aimed to exploreearly childhood education (ECE) teachers’ attitudes (perceptions, feelings,and practices) towards classroom management strategies in inclusive earlychildhood education classroom settings in Lahore. Inclusive education ispresently an extensively debatable issue in the education field around theworld. Pakistan also lacks adequate provisions of inclusive education inschools, and there are insufficient awareness and training for teachers aboutinclusive education. However, proper awareness of inclusive educationamong teachers has the potential to improve the student’s positive outcomes.International theoretical literature suggests that ECE teachers often useteacher-directed strategies in inclusive classrooms to achieve positiveoutcomes for all students. This study used the phenomenological researchdesign, and semi-structured interviews were conducted with 12 ECEteachers who were working in inclusive ECE classroom settings in Lahore.The interpretative phenomenological analysis of interview data wasconducted using NVivo 12 software to analyze and generate themes. Thefindings highlight that most ECE teachers have positive attitudes towardsteacher-directed classroom management strategies that are consideredeffective in managing inclusive early childhood education classroomsettings. However, they feel that the implementation of these strategies ischallenging because of the presence of students with disabilities in theirclasses. This study provides a base for further research and, eventually,interventions.

Inclusive education has become a central theme in India’s educational discourse, yet its effective implementation in rural and hilly regions remains uneven. This study explores the barriers and facilitators influencing inclusive education in rural primary schools of Nainital district, Uttarakhand, through the perspectives of teachers, parents, and students. Employing a mixed-method explanatory design, data were collected from 20 government primary schools across five rural blocks: Bhimtal, Kotabag, Dhari, Ramgarh, and Okhalkanda. The sample comprised 60 teachers, 80 parents, and student focus groups representing approximately 150 learners. Quantitative data were gathered through structured questionnaires, while qualitative insights were derived from student focus group discussions and structured school observations. Quantitative data were analysed using descriptive and inferential statistics to identify key determinants of inclusion, whereas qualitative data underwent thematic coding to capture delicate experiences and contextual realities. Findings reveal that inadequate teacher training, limited teaching resources, and infrastructural constraints persist as primary barriers. Conversely, supportive school leadership, positive peer interaction, and community involvement emerged as strong facilitators. The study emphasizes the need for localized teacher capacity-building programs, infrastructural adaptation, and parent–school collaboration to strengthen inclusive education in rural settings. Insights from this research contribute to policy-level strategies aimed at realizing Sustainable Development Goal 4: Quality and Inclusive education for all.

The purpose of this study is to examine the knowledge and perceptions of 145 teachers from three regions in Ghana regarding inclusive education. The results show that the teachers have moderate knowledge of inclusive education practices and processes. Additionally, slight moderate positive relationships were found between participants’ level of training in inclusive education and their knowledge of inclusive education. From the findings, we argue for stakeholders in teacher education to, as a matter of necessity, reconsider the curriculum and practicum for preparing special and general educators to focus on inclusive practices to effectively prepare pre-service teachers to succeed in inclusive settings. There is also a school leadership imperative, in view of site-specific challenges and needs, to influence school-based strategies to advance inclusionary practices. Successes of such initiatives could be replicated in other schools to advance inclusive education in Ghana. Implications of the study for teacher professional development and inclusive education practice in pre-tertiary educational institutions are underscored.

In the implementation of Inclusive Education many learners with special needs still face barriers to equitable and quality education. This study explored the practices of school heads in the implementation of inclusive education, employing a sequential exploratory mixed-methods design. The research aimed to explore inclusive education practices and develop a validated survey tool in the context of inclusive education practices. In the qualitative phase, in-depth interview and focus group discussions were conducted with (twelve) 12 school leaders selected through purposive sampling. The gathered responses highlighted several inclusive education practices, such as inclusive and fair learning environment, identification of learners for placement, assessing special education programs and learners, collaboration with stakeholders, provision of SPED training courses and provision of intervention programs. The integrated qualitative insights lead the development of questionnaire items tested to 200 teachers as respondents for factor analysis and validity testing resulting in 78-items questionnaire with five constructs: Comprehensive Support and Engagement for Inclusive Education, Empowering Teachers through Tailored Instruction and Curriculum Design, Fostering an Inclusive, Safe, and Supportive Learning Environment, Utilizing and Maximizing Allocated Budgets for SPED, and Recognizing Local Government Support. This study contributed to inclusive education practices framework aligned to the school heads’ needs. It provided evidence-based insights that may inform teacher empowerment, resource optimization, and the critical role of school heads in advancing inclusive education implementation practices. The highly reliable and validated inclusive education program practices questionnaire stands as a valuable tool, ready to support future research and enhance inclusive education efforts.

Since the generative Artificial Intelligence (AI) became publicly available in 2022, attention has centred on its potential for inclusion in education. However, how AI has already started to revolutionise and might further transform inclusive education remains largely speculative. This prompts a crucial question: Is AI a genuine game changer or merely window dressing? Some window dressing can be deceptive. Once inside the shop, you realise that nothing is worth your time or falls within your budget. This is similar to the current hype surrounding AI for inclusive education. The study employed the window dressing metaphor, underpinned by Pinar’s currere theory, to explore AI’s opportunities and challenges for inclusivity. Methodologically, the study involved a narrative review of the global literature focused on the conceptualisation of AI and disability inclusion in education, with implications for South Africa. Both empirical and conceptual studies indicate that generative AI is seen as a potential game changer. However, a critical analysis of these studies revealed they have not sufficiently engaged with or clearly defined how AI might redefine teaching and learning processes in inclusive settings. The article argues that AI will only be a true game changer for inclusivity if its conceptualisation is linked to the mediation processes essential to inclusive education. Therefore, this article presents a situated strategy that generative AI can use to facilitate learning for students with inclusive educational needs. This strategy could genuinely make AI a game changer, and it should be integrated with ongoing efforts to mainstream Information and Communication Technology in education.

Introduction. With the increasing number of students with special educational needs (SEN), the Ukrainian system of mathematics teacher education faces significant challenges, particularly the insufficient knowledge and practical skills required for effective teaching in inclusive classrooms. The study of international models and practices is of particular importance for the Ukrainian education system. It not only enables the identification of effective strategies and approaches for organizing inclusive mathematics education but also supports the modernization of professional training for future mathematics teachers in the context of inclusive education. Purpose. The purpose of the study is to analyze contemporary international models and practices of inclusive mathematics education in general secondary schools, with a focus on improving the professional preparation of future mathematics teachers in higher education institutions. Methods. To achieve this aim, general scientific methods (analysis, synthesis, concretization, comparison, classification, generalization) were applied, allowing for a comprehensive examination of international models and practices in inclusive mathematics education. Results. The findings indicate that mathematics teacher training should explicitly incorporate issues related to the implementation of inclusive practices. The role of mathematics and mathematics education in the formation and development of personality has been substantiated. It has been emphasized that new approaches, models, and effective practices should be introduced into mathematics teaching within inclusive education. Several models for implementing inclusive education, including mathematics instruction, have been presented and compared. Such international experience can be adapted and partially integrated into Ukrainian practice, as well as serve as a foundation for modernizing the professional preparation of future mathematics teachers. It is concluded that international experience reveals a wide spectrum of models and practices in inclusive mathematics education, which combine adapted teaching methods, differentiated approaches, extensive use of digital technologies and platforms, and strategies for collaboration with specialists in psychological and pedagogical support. Originality. The scientific novelty of the study lies in the analysis, comparison, systematization, and conceptual justification of international experience in inclusive mathematics education within the context of modernizing mathematics teacher preparation. It also lies in a transformational approach that translates international practices into specific, well-founded, and ready-to-implement recommendations for the Ukrainian education system. Conclusion. International practice demonstrates a systematic and multi-component approach to inclusive mathematics education, offering diverse models and effective strategies. Among them, the European multi-track model is particularly relevant for Ukraine, as its flexibility allows for the combination of different forms of learning while addressing individual student needs. The most effective framework for implementing inclusive education is Universal Design for Learning (UDL), which emphasizes flexibility and the adaptation of both content and teaching methods. The international models highlighted in this study can be adapted to Ukrainian realities. Some models, such as the “pull-out” and “cluster” approaches, are already partially implemented in Ukraine through the organization of resource rooms. Effective inclusive mathematics education is impossible without close collaboration between teachers and assistants, as well as the continuous professional development of educators. The process of professional training for future mathematics teachers is crucial, as it shapes their inclusive competencies and readiness for teaching in inclusive classrooms. In this context, modernizing teacher education programs requires the inclusion of specific components and specialized modules on inclusive education. These should address not only theoretical knowledge but also practical skills, such as task differentiation, the use of digital tools, and effective collaboration with representatives of psychological and pedagogical support for children with SEN. Future research should focus on developing methodological materials for university lecturers that integrate inclusion-related issues into courses on general methods of teaching mathematics in secondary schools.

This article presents views and experiences of staff, and learners from two Higher Education Institutions (HEIs)—the University of Nairobi in Kenya and UCL in the UK—on their intuitional structures, support, and education mechanisms related to disability, international and refugee status. Inclusive education is a complex subject and often the focus is particularly placed on learners with disabilities, but this study explored several layers of diversity. The objective of this study was to investigate the views and experiences of students and staff on policies and practices of inclusion and inclusive education using two case studies, one in each university. Data were collected through surveys and interviews. Results are presented in the following areas: (1) capacity building for staff; (2) support and reporting services for all; (3) class sizes; and (4) modes of course delivery. Findings reveal that implementation of inclusion and inclusive education is still a challenge for both HEIs. The gaps identified can be used as a reference point for action. Inclusion and inclusive education are necessary to ensure the needs of every learner and staff are met. The article is structured into five sections: a brief description of inclusive education in the two HEIs, methodology, results, discussion, and conclusion.

Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher weakly reveals the specifics of the activities of a specialist in the area of inclusive higher education. Available studies confirm the need for a deeper study of the issue of diagnostics and the formation of readiness of university teachers for professional activities in an inclusive education. The long-term studies described in the article were based on the hypothesis that training university teachers for professional activities in an inclusive education environment should include a full cycle of activities including screening diagnostics, the implementation of an additional education program, group support and advisory support, and dynamic tracking of the level of readiness. The study was implemented from 2013 to 2019. The total sample of the study was 562 people, teachers and employees of 25 universities of the North-West Federal District. A representative sample of the study was 327 people, teachers and staff who went through all stages of the study. The results of the study make it possible to assess the readiness of higher school teachers for professional activities in an inclusive education from pre-readiness to inclusive readiness inclusive. The results of the formative part of the study showed that the general and specific personality characteristics that determine the success of activities in the field of inclusive higher education arise in the process of special education, professional activity in the context of inclusion and with mandatory support of teachers from the staff of inclusive education resource centers. This leads to an increase in the proportion of university teachers who have a positive attitude towards inclusive education, demonstrating productive coping strategies, an optimal, advanced and acceptable level of readiness for inclusive higher education.