Artificial Intelligence in Special Education: Assessing Teachers' Level of Use and Readiness at Tomas Sagun Integrated School, Pagadian City, Philippines

Authors

  • Mike R. Canoy Saint Columban College, Pagadian City, Zamboanga del Sur, Philippines
  • April Dawn B. Ruales Saint Columban College, Pagadian City, Zamboanga del Sur, Philippines
  • Justriel G. Tutor Saint Columban College, Pagadian City, Zamboanga del Sur, Philippines
  • Jieza J. Villarino Saint Columban College, Pagadian City, Zamboanga del Sur, Philippines
  • Riza Mae P. Basa Saint Columban College, Pagadian City, Zamboanga del Sur, Philippines
  • Natty Lorraine P. Bayocot Saint Columban College, Pagadian City, Zamboanga del Sur, Philippines

DOI:

https://doi.org/10.63671/ijeir.v2i3.122

Keywords:

artificial intelligence, special education, teacher readiness, technology integration, inclusive education, Pagadian City

Abstract

The integration of Artificial Intelligence (AI) in special education presents transformative opportunities for inclusive and differentiated instruction. This study examined the level of use and readiness of teachers at Tomas Sagun Integrated School, Pagadian City, Philippines, in adopting AI tools within special education settings. Employing a descriptive-survey research design, the study gathered data from special education (SPED) teachers through a validated questionnaire assessing their awareness, frequency of AI tool use, perceived competence, and overall readiness to integrate AI in teaching learners with diverse needs. Findings revealed that while most teachers demonstrated a moderate level of readiness, actual use of AI-powered instructional tools remained limited, largely attributed to insufficient training, limited access to technology, and a lack of institutional support. Teachers expressed a positive disposition toward AI adoption but identified professional development and infrastructure improvement as critical enablers. The study underscores the need for targeted capacity-building programs, policy frameworks, and resource allocation to support AI integration in SPED classrooms. Recommendations are directed at school administrators, curriculum planners, and education policymakers to bridge the gap between readiness and actual AI utilization, ultimately enhancing the quality of education for learners with special needs.

References

Harkins-Brown, A. R., Carling, L. Z., & Peloff, D. C. (2025). Artificial intelligence in special education. Encyclopedia, 5(1), 11. https://doi.org/10.3390/encyclopedia5010011

Kumari, R. K. (2025). Artificial intelligence in special education: Enhancing learning outcomes for students with disabilities. In [Book Title] (pp. 79–111). IGI Global. https://doi.org/10.4018/979-8-3693-5538-1.ch003

Fitas, R. (2025). Inclusive education with AI: Supporting special needs and tackling language barriers. AI and Ethics, 5(2), 5729–5757. https://doi.org/10.1007/s43681-025-00824-3

Li, J., Yan, Y., & Zeng, X. (2025). Exploring artificial intelligence in inclusive education: A systematic review of empirical studies. Applied Sciences, 15(23), 12624. https://doi.org/10.3390/app152312624

Kelley, M., & Wenzel, T. (2025). Advancing artificial intelligence literacy in teacher education through professional partnership inquiry. Education Sciences, 15(6), 659. https://doi.org/10.3390/educsci15060659

Department of Education. (2026, January 9). Future-Ready EducAItion: PBBM, Angara naglunsad ng AI program para suportahan ang mga guro at mag-aaral. https://www.deped.gov.ph/2026/01/09/future-ready-educaition-pbbm-angara-naglunsad-ng-ai-program-para-suportahan-ang-mga-guro-at-mag-aaral/

Al-Hendawi, M., & H. E. (2025). Investigation into the applications of artificial intelligence (AI) in special education: A literature review. Social Sciences, 14(288). https://doi.org/10.3390/socsci14050288

Cabanes, A. A., & Galigao, R. P. (2025). Evaluating AI-powered assistive technologies in inclusive education: A systematic review of literature on efficacy and accessibility. International Journal of Research and Innovation in Social Science (IJRISS), 9(3IS), 5568–5577. https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0405

Alsudairy, N. A., & Eltantawy, M. M. (2024). Special education teachers' perceptions of using artificial intelligence in educating students with disabilities. Journal of Intellectual Disability – Diagnosis and Treatment, 12, 92–102. https://doi.org/10.6000/2292-2598.2024.12.02.5

Song, Y., Sang, H., Chen, S., Chen, L., & Cai, J. (2025). Application and trends of artificial intelligence in special education. Journal of Contemporary Educational Research, 9(10), 23–30.

Alam, M. M. (2026). Artificial intelligence and education for children with special needs. International Journal of Research and Analytical Reviews, 13(1), 606–613.

Ulaş, R., Adcı, B., & İlker, Ö. (2025). Artificial intelligence and innovative educational technologies in students with learning disabilities. Journal of Teacher Education and Lifelong Learning, 7(2), 248–262. https://doi.org/10.51535/tell.1725012

Mo, D., & Mo, B. (2024). A study of artificial intelligence-driven educational intervention strategies for students with special educational needs. Applied Mathematics and Nonlinear Sciences, 9(1), 1–17. https://doi.org/10.2478/amns-2024-3059

Manzon, M. F., & Belena, N. F. (2025). Effectiveness of AI-enhanced teaching methods for students with learning disabilities in selected schools in Antipolo Rizal. International Journal of Social Science and Human Research, 8(5), 3102–3113. https://doi.org/10.47191/ijsshr/v8-i5-54

Shaheen, H. R. A., & Zanoon, N. I. M. (2025). The role of artificial intelligence applications for individuals with special needs. TPM, 32(4), 1673–1679.

Özbilen, F. M., Günay, G., Dilber, Y., & Esen, F. (2025). Evaluation of teachers' views on the use of artificial intelligence in the education of students with special education needs. Különleges Bánásmód Interdiszciplináris folyóirat, 11(3), 115–128. https://doi.org/10.18458/KB.2025.3.115

Chanthiran, M., Mariappan, P., Govinndasamy, P., & Kanawazi, K. (2025). Interpreting the role of artificial intelligence (AI) tools and assistive technologies in enhancing accessibility in primary school special education. MJSSH Online: Malaysian Journal of Social Sciences and Humanities, 9(4), 53–64. https://doi.org/10.33306/mjssh/365

Fteiha, M., Al-Rashaida, M., & Ghazal, M. (2025). General and special education teachers' readiness for artificial intelligence in classrooms: A structural equation modeling study of knowledge, attitudes, and practices in select UAE public and private schools. PLoS One, 20(9), e0331941. https://doi.org/10.1371/journal.pone.0331941

Goldman, S. R., Smith, S. J., & Carreon, A. (2025). Special education teachers' use of AI to support students with disabilities in writing. Frontiers in Education, 10, Article 1710974. https://doi.org/10.3389/feduc.2025.1710974

Manaig, K. A., Yazon, A. D., Buama, C. A. C., & Bonganciso, R. T. (2025). Teachers' awareness in artificial intelligence and digital competence in the workplace. Advanced Journal of STEM Education, 3(1), 26–43. https://doi.org/10.31098/ajosed.v3i1.3302

Sümer Dodur, H. M., & Köse, G. (2025). General special education pre-service teachers' conscientiousness and attitudes towards artificial intelligence. European Journal of Education, early view, 70276. https://doi.org/10.1111/ejed.70276

Li, Z. (2025). Artificial intelligence enabling special education teacher development: Building support systems and practical paths. International Theory and Practice in Humanities and Social Sciences, 2(5), 92–105. http://doi.org/10.70693/itphss.v2i5.318

Tabuena, A. K. G. (2025). Practices of instructors in integrating artificial intelligence (AI) in assessing student performance. International Journal of Research and Scientific Innovation, 12(4), 1228–1234. https://doi.org/10.51244/IJRSI.2025.12040101

Almarzouq, N. S., Almedlij, M. A., & Alshahrani, H. (2025). Special education teachers' perspectives on the use of artificial intelligence applications in teaching students with disabilities. Educational Process: International Journal, 17, e2025407. https://doi.org/10.22521/edupij.2025.17.407

Wabingga, R. J. S. (2025). SPED teachers: The stories of their struggles in the new normal education. Journal of Interdisciplinary Perspectives, 3(5), 337–345. https://doi.org/10.69569/jip.2024.678

Corder, G. W., & Foreman, D. I. (2014). Nonparametric statistics for non-statisticians: A step-by-step approach (2nd ed.). John Wiley & Sons. https://doi.org/10.1002/9781118165881

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Downloads

Published

2026-07-17

Issue

Vol. 2 No. 3: July-September 2026

Section

Articles

License

Copyright (c) 2026 International Journal of Educational Innovations and Research

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Canoy, M. R., Ruales, A. D. B., Tutor, J. G., Villarino, J. J., Basa, R. M. P., & Bayocot, N. L. P. (2026). Artificial Intelligence in Special Education: Assessing Teachers’ Level of Use and Readiness at Tomas Sagun Integrated School, Pagadian City, Philippines. International Journal of Educational Innovations and Research, 2(3), 154-198. https://doi.org/10.63671/ijeir.v2i3.122

Similar Articles

1-10 of 43

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)