Abstract
ABSTRACT This think piece delves into the role of artificial intelligence (AI) in special education, sparking reflection on its potentials and ethical intricacies. Special education’s complexities demand tailored instruction and deep insights into diverse student needs. AI may offer quick access to a trove of resources and insights for educators. However, this paper questions the assumption that AI inherently enhances special education while probing the ethical considerations linked to its integration. The piece underscores AI’s potential advantages, such as streamlining lesson planning, individualising instruction, and offering on-demand professional development. Simultaneously, it scrutinises looming disadvantages, including the risk of de-professionalising teachers, eroding teacher-student relationships, perpetuating biases, data privacy concerns, and potential skewing of research findings. The conclusion advocates a balanced approach to AI integration in special education, emphasising its role as a tool complementing human expertise, not replacing it. Addressing ethical concerns allows educators and policymakers to leverage AI’s transformative potential while preserving essential human elements in providing quality education for students with disabilities.
Published Version
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