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A Perspective of Requirements for Trainers in the Application of Artificial Intelligence in Inclusive Education
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Author(s): Olufemi Timothy Adigun (University of Namibia, Namibia), Cynthy K. Haihambo (University of Namibia, Namibia), Kazuvire K. Veii (University of Namibia, Namibia), Job K. Hengari (University of Namibia, Namibia)and Enock L. Simasiku (University of Namibia, Namibia)
Copyright: 2026
Pages: 24
Source title:
Assessing Educational Digital Transformation in the AI Era
Source Author(s)/Editor(s): Shaoxu Du (Universiti Sains Malaysia, Malaysia), Mageswaran Sanmugam (Universiti Sains Malaysia, Malaysia), Nurul Maziah Mohd Barkhaya (Universiti Sains Malaysia, Malaysia), Chuang Chen (Zhengzhou University of Industrial Technology, China)and Jia Wang (Chung-Ang University, South Korea)
DOI: 10.4018/979-8-3373-7508-3.ch001
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Abstract
Advances in technologies which has led to the use of Artificial Intelligence have further caused disruptions in learning processes and learning outputs. A process that is in with the expectations of the fourth industrial revolution. While learners with disabilities are not expected to be left behind the in use of technology for educational and psychosocial wellbeing, there is currently existing efforts globally to infuse the AI in the teaching learners with special needs in inclusive schools. However, while such efforts seem promising, teachers of such learners may lag in the technical capability required to fully deploy AI for inclusive pedagogies. Therefore, based on the assumption of the social learning theory (Bandura, 1969), this chapter advance the need for training of relevant teachers in inclusive education in the use of Artificial Intelligence for inclusive teaching in schools. We provided a process model for adoption by trainers that will aid the training of inclusive education teachers in the adoption and use of AI or inclusive pedagogies in inclusive schools.
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