Teachers and educators’ experiences and perceptions of Artificial -powered interventions for Autism groups

Abstract

Abstract Background Artificial intelligence-powered interventions have emerged as promising tools to support autistic individuals. However, little research has examined how teachers and educators perceive and experience these AI systems when implemented in practice. Objectives This study aimed to explore teachers' and educators' perceptions of and experiences with AI-powered interventions for autism, including perceived benefits, challenges, and recommendations. Methodology A qualitative phenomenological approach was used. Twenty educators who had experience implementing AI interventions for autism were recruited through purposive sampling. Semi-structured interviews were conducted, transcribed verbatim and analyzed using thematic analysis. Findings: Analysis identified four major themes: perceived benefits of AI interventions, implementation challenges, needed supports, and recommendations for improvement. Benefits included increased engagement and personalized learning. Challenges included technology issues, training needs, and data privacy concerns. Conclusions AI-powered interventions show potential to improve autism support, but there are still significant challenges that must be addressed to ensure effective implementation from an educator's perspective. The benefits of personalized learning and student engagement demonstrate the potential value of these technologies. However, without adequate training, technical support, and measures to ensure data privacy, many educators will likely find it difficult to integrate AI systems into their daily practices. Implications To realize the full benefits of AI for autism, developers must work closely with educators to understand their needs, optimize implementation, and build trust through transparent privacy policies and procedures. With proper supports in place, AI interventions have the power to transform how autistic individuals are educated by tailoring instruction to each student's unique profile and needs.