Leveraging Artificial Intelligence to Enhance Implementation of Research-Based Practices for Teaching Students with Moderate to Severe Intellectual Disability
Saved in:
| Title: | Leveraging Artificial Intelligence to Enhance Implementation of Research-Based Practices for Teaching Students with Moderate to Severe Intellectual Disability |
|---|---|
| Language: | English |
| Authors: | Bree Jimenez, Ginevra Courtade, Jennifer Fosbinder |
| Source: | Journal of Special Education Preparation. 2024 4(2):30-37. |
| Availability: | Ball State University Libraries. 2000 West University Avenue. Muncie, IN 47306. Tel: 765-285-8032; e-mail: odslibs@bsu.edu; Web site: bsu.edu/library |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Students with Disabilities, Moderate Intellectual Disability, Severe Intellectual Disability, Preservice Teacher Education, Technology Uses in Education, Educational Technology, Evidence Based Practice, Teacher Competencies, Mathematics Instruction, Science Instruction, Lesson Plans, Planning, Vocabulary Development, Individualized Instruction, Interdisciplinary Approach |
| ISSN: | 2768-1432 |
| Abstract: | Artificial intelligence (AI) has transformative potential to support the education of students with moderate to severe intellectual disabilities (M/SID) and their teachers. Although research and evidence-based practices (EBPs) are integral to fostering positive student learning outcomes, educators face challenges in effectively implementing these strategies. In this article, we discuss how higher education faculty can prepare educators to harness the use of AI as a powerful tool to support the implementation of EBPs in the classroom, addressing teacher fluency and maintenance of application. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440753 |
| Database: | ERIC |
| Abstract: | Artificial intelligence (AI) has transformative potential to support the education of students with moderate to severe intellectual disabilities (M/SID) and their teachers. Although research and evidence-based practices (EBPs) are integral to fostering positive student learning outcomes, educators face challenges in effectively implementing these strategies. In this article, we discuss how higher education faculty can prepare educators to harness the use of AI as a powerful tool to support the implementation of EBPs in the classroom, addressing teacher fluency and maintenance of application. |
|---|---|
| ISSN: | 2768-1432 |
