Application of Artificial Intelligence in Intervention Techniques for Children with Multiple Disabilities

Abstract

The research examined how artificial intelligence (AI) might be changing the intervention strategies for children with multiple disabilities. A quantitative research method was used by a team of researchers. That method involved a total of 350 participants who were special education teachers, therapists, and other types of professionals. They provided the researchers with data through a structured questionnaire. The results showed that most of the respondents’ believed AI has the potential to in fact, knowledge of AI, as well training about AI tools, turned out to be quite instrumental in determining the attitude of the respondents towards AI. Those who had received AI training expressed significantly more positive opinions compared to those who had no such training. Besides, the study highlighted that participants viewed AI as a game changer for special education and intervention practices. Nevertheless, issues like inadequate training, scarcity of resources, and other barriers to implementation were also flagged. The authors summarized their findings by stating that AI has the potential to significantly enhance intervention services for children with multiple disabilities, if there are professional training, ethical use, and implementation based on the local context.

Keywords: Artificial intelligence, intervention techniques, multiple disabilities, special education, assistive technology, inclusive education