Teachers' Knowledge About the Use of Artificial Intelligence in Learning for Blind Special Educational Needs Students

Abstract

This review article explores the current state of teachers' knowledge regarding the application of artificial intelligence (AI) in educational settings for students with visual impairments. It highlights the potential of AI technologies to enhance learning experiences and outcomes for blind students while examining the challenges and barriers that educators face in implementing these technologies. By synthesizing existing literature, this article aims to provide recommendations for professional development and policy changes that can support teachers in effectively using AI to benefit students with special educational needs (SEN).