Interpreting the role of artificial intelligence (AI) tools and assistive technologies in enhancing accessibility in primary school special education

The integration of artificial intelligence (AI) and assistive technologies in primary school special education offers new opportunities to enhance accessibility for students with disabilities. However, effective use of these tools depends heavily on how teachers adopt and implement them in classroom settings. Despite the potential of AI-powered tools such as speech-to-text applications and adaptive learning platforms to support diverse learning needs, significant challenges remain. This study addresses the issue of limited effective implementation of AI tools in special education due to a lack of training, financial limitations, technical difficulties, and ethical concerns. The objective is to explore the experiences, perspectives, and challenges of primary school special education teachers in using AI-integrated tools for inclusive education. Using a hermeneutic qualitative approach, semi-structured interviews were conducted with 10 special education teachers who had experience with AI in their classrooms. Findings reveal that teachers acknowledge the benefits of AI in supporting personalized learning and bridging accessibility gaps. However, barriers such as inadequate professional development, lack of institutional support, and concerns over reduced teacher-student interaction hinder meaningful adoption. The study recommends a teacher-centered approach to AI integration. Key suggestions include providing structured professional development programs, increasing government and institutional funding for AI in education, and promoting ethical practices to address data privacy and algorithmic bias. Overall, the research highlights that AI should enhance not replace traditional teaching methods, ensuring primary special education remains inclusive, equitable, and focused on human connection.