Parental Perspectives on the Use of Artificial Intelligence Tools in the Education of Individuals with Autism and Intellectual Disabilities
DOI:
https://doi.org/10.33308/26674874.2026401903Keywords:
Artificial Intelligence, Parents, Autism, Intellectual DisabilityAbstract
This study aims to investigate parental perspectives on the use of artificial intelligence (AI) tools in the education of individuals with autism spectrum disorder and intellectual disabilities. Conducted using a phenomenological design, one of the qualitative research methods, this study employed semi-structured interviews with 13 parents, and the data were analysed using content analysis. According to the findings, while parents have generally heard of AI-based educational tools, they possessed limited knowledge regarding their functions and how they can be utilised in education. Participants stated that AI-supported tools could enhance academic skills, provide individualised learning opportunities, and promote visual-auditory learning. However, concerns, such as the cost of AI tools, security issues, the risk of addiction, and infrastructure deficiencies emerged as significant challenges for parents. Participants emphasised the necessity of informing and educating parents to ensure the effective and safe use of AI tools. The research findings revealed the need to develop policies that include increasing parental awareness about the integration of AI tools into the education of individuals with autism spectrum disorder and intellectual disabilities, providing financial support to address infrastructure inequalities, and providing training on safe technology usage for families.
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