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

Guardado en:

Detalles Bibliográficos
Publicado en:	Journal of Special Education Preparation vol. 4, no. 2 (2024), p. 30
Autor principal:	Jimenez, Bree
Otros Autores:	Courtade, Ginevra, Fosbinder, Jennifer
Publicado:	Ball State University Libraries
Materias:	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
Acceso en línea:	Citation/Abstract Full text outside of ProQuest
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Descripción
Resumen:	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.
Fuente:	ERIC