Abstract
Generative artificial intelligence (AI) offers novel opportunities for promoting inclusive education, but its use for supporting neurodivergent students is not well understood. This study used a qualitative research approach to examine experiences, perceptions, and support needs in integrating generative AI by schoolteachers working with neurodivergent students. The findings inform a growing need for AI-informed components in teacher training, school policy on responsible AI adoption, and neuro-friendly strategies for supporting neurodiverse learners through ethical and innovative educational technologies.
Presenters
Chiedu EseadiSenior Lecturer, Department of Educational Psychology, University of Johannesburg, Gauteng, South Africa
Details
Presentation Type
Theme
Learner Diversity and Identities
KEYWORDS
GENERATIVE AI, INCLUSIVE EDUCATION, NEURODIVERGENT STUDENTS, SCHOOL TEACHERS
