Perceptions of Generative AI for Inclusive Instruction Among Educators
Parole chiave:
artificial intelligence, special education, ethics, professional development, accessibility, technologyAbstract
This study explored the role of generative artificial intelligence (GenAI) in supporting inclusive and accessible learning environments using survey data from over 800 educators. As tools such as ChatGPT are rapidly integrated into classrooms, offering potential support for differentiation, accessibility features, and administrative tasks, questions remain regarding educators’ preparedness and confidence to use these tools effectively. This research examined educators’ perceptions of the benefits and ethical risks of GenAI, particularly as they related to instruction for students with diverse learning needs. Using a mixed-methods survey approach, the study investigated whether this emergent technology had the potential to advance accessible learning for all or instead, contribute to existing systemic inequities affecting vulnerable students. Results showed that educators used GenAI with purpose, and considered how it fit with their instructional responsibilities, beliefs about learning, and commitments to equitable support for students. The educators described weighing potential benefits for personalization and differentiation against concerns about ethical use, accuracy, and students’ independence and critical thinking. Overall, the findings suggest that GenAI use is often moving ahead of formal training and institutional guidance, highlighting the need for clearer ethical expectations and targeted professional learning to support equitable and accessible implementation.
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Copyright (c) 2026 Tonia De Giuseppe, Julie A. Delello, Edward Anaya
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