This research focused on the experiences of special educators in the Czech Republic with the use of artificial intelligence (AI) as a tool in teaching. The goal was to determine how special educators perceive and utilize AI when working with students with special educational needs, and to assess their attitudes towards the integration of this modern technology into educational practice. The research was conducted through a questionnaire survey that took place in three phases. The first phase involved mapping the current state of AI use in the practice of special educators, the second phase consisted of creating an interactive curriculum with materials utilizing artificial intelligence aimed at facilitating and enriching the education of students with special educational needs. The third phase included a final questionnaire aimed at identifying changes in the attitudes of special educators after being familiarized with new teaching materials and tools, as well as their willingness to further incorporate AI into practice. The results indicate a growing interest among educators in the possibilities that AI offers, but also reveal certain concerns and obstacles related to implementation. The conclusions suggest that proper support and education for educators is crucial for the effective integration of AI into special education, with the goal of improving educational experiences and outcomes for students with special educational needs.

Authors:
Kateřina Richterová, Masaryk University, Czech Republic
Pavla Pitnerová, Masaryk University, Czech Republic
Veronika Včelíková, Masaryk University, Czech Republic

About the Presenter(s)
Mgr. Kateřina Richterová is currently in the position of: assistant at the Department of Special and Inclusive ducation, Faculty of Education, Masaryk University, and speech therapist in the healthcare sector at the clinical speech therapy clinic

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