التطبيقات التربوية للذكاء الاصطناعي للأطفال ذوي الإعاقة "أصحاب الهمم" في دولة الإمارات العربية المتحدة من وجهة نظر معلميهم

Abstract EN

The study aimed to identify the reality of the use of educational applications of artificial intelligence for the category of people with disabilities in the united Arab emirates, and obstacles from the point of view of their teachers, and to reveal differences about the reality of the use of educational applications of artificial intelligence for the category of people with disabilities from the viewpoint of their teachers attributed to (specialization-course the study sample-years of experience the study sample consisted of (111) teachers with disabilities, the study relied on the descriptive survey method, and the researcher used the questionnaire 2 data collection tool.

the most important results of the study : the reality of the use of educational applications of artificial intelligence for the category of people with disabilities from the point of view of their teachers in the united Arab emirates was verified with an agreement degree.

augmented, followed by educational applications of smart education systems, and finally the use of educational applications of virtual reality technologies for people with disabilities.

the biggest aspects that achieve obstacles to the use of educational applications of artificial intelligence for the category of people with disabilities from the point of view of their teachers is the issuance of applications commensurate with the categories of disabilities.

the results also found that there were statistically significant differences in the average responses of the study sample individuals about the reality of the use of educational applications of artificial intelligence for the category of people with disabilities due to the specialization variable, and it was in favor of teachers specializing in visual impairment in the axis of the use of educational applications for education systems for the category of people with disabilities, and it was also clear that there were no differences statistically significant for the average responses of the study sample on the reality of using educational applications of artificial intelligence for the category of people with disabilities from the point of view of their teachers, attributed to the variable (course-years of experience).