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Leveraging Artificial Intelligence to Enhance Implementation of Research-Based Practices for Teaching Students with Moderate to Severe Intellectual Disability

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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
FullText Text:
  Availability: 0
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  Data: Leveraging Artificial Intelligence to Enhance Implementation of Research-Based Practices for Teaching Students with Moderate to Severe Intellectual Disability
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Preparation%22"><i>Journal of Special Education Preparation</i></searchLink>. 2024 4(2):30-37.
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  Data: 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
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  Data: 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 30
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Moderate Intellectual Disability
        Type: general
      – SubjectFull: Severe Intellectual Disability
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Science Instruction
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Planning
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Individualized Instruction
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      – TitleFull: Leveraging Artificial Intelligence to Enhance Implementation of Research-Based Practices for Teaching Students with Moderate to Severe Intellectual Disability
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              Y: 2024
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