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Abstract

This exploratory study examines how frequently special education teachers use generative AI in their professional practices and identifies factors that influence their adoption patterns. A theory-informed survey was distributed to special education teachers across Wisconsin (N = 314), and results were analyzed using descriptive statistics and ordinal logistic regression to examine trends and patterns related to the frequency of generative AI use and its factors. Findings indicate that special educators are still in an exploratory phase of generative AI use, with fewer than 15% reporting weekly use and fewer than 5% reporting daily use. Special education teachers who regularly use generative AI primarily reported using these tools for content generation and instructional planning. Findings also indicate that teachers’ attitudes toward generative AI, external supports (such as prior training and administrative support), and age significantly influenced their frequency of use. Results from this study highlight the need for structured professional development and robust policy guidance to support ethical and effective AI integration in special education settings. Future research should further explore generative AI's impact on teacher practices and student outcomes, and examine educators' lived experiences to inform best practices in inclusive education.

Keywords

survey methodologies technology integration technology perspectives in-service teachers professional development

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Special Education Teachers’ Use of Generative Artificial Intelligence (AI): An Exploratory Survey of Frequency and Factors Influencing Adoption

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