HIGHER EDUCATION STUDENTS' VIEWS ON THE USE OF ARTIFICIAL INTELLIGENCE FOR TEACHING STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Autori

  • Maria Drossinou Korea Assistant Professor of Special Education and Training, Department of Philology, University of Peloponnese, Greece
  • Panagiotis Alexopoulos PhDc, Department of Primary Education, University of the Aegean, Greece

DOI:

https://doi.org/10.46827/ejoe.v9i1.5518

Parole chiave:

artificial intelligence, special education and training, specific learning disabilities, literature students' views, TISIPfSENDs

Abstract

This research attempts to present the perspectives of higher education students regarding the use of Artificial Intelligence (AI) in language teaching interventions, with an emphasis on secondary education students with Specific Learning Difficulties (SpLDs). Although AI applications are associated in the literature with Education (AIED), the interest of the research community was revived in 2022 with the release of ChatGPT. This Large Language Model can generate text and quickly attract millions of users. This triggered expectations for potential benefits but also raised concerns about potential risks that may arise in the context of Special Education and Training (SET). Considering the above, the methodology utilized a mixed analysis of an online questionnaire administered to 120 students from "language" departments in Greece (Kalamata). In the results, expectations for skill improvement were expressed, but there were also concerns about providing ready-made answers. In addition, students expect resistance from parents and colleagues but support from the students themselves. The research highlighted the expected barriers and facilitators that students perceive they will encounter, of which the need for staff training was emphasized.

 

Biografie autore

  • Maria Drossinou Korea, Assistant Professor of Special Education and Training, Department of Philology, University of Peloponnese, Greece

    Maria Drossinou Korea is an assistant professor of special education and training at the Department of Philology at the University of Peloponnese. She holds a doctorate in clinical psychology from Panteion University in Athens. She has been working as a special teacher for more than four decades and has served as dean of the Pedagogical Institute from 2000-2011. From 2002 until today, she supports students with special educational needs, with disabilities, with autism and specific learning difficulties at the Agricultural University of Athens. From the academic year 2008-2009 (P.D.407/80) until today, she teaches special education undergraduate subjects at the School of Humanities and Cultural Studies, at the University of Peloponnese. She is the author of three books with the following titles: a) Manual of special education and educational narratives (2020), b) Portfolio of special education and interventions in higher education. Individual method of studying comprehension of texts (2023), and c) Special education and training - The proposal "through" 's special education for the training children and young people with special needs (2024, 2017).

  • Panagiotis Alexopoulos, PhDc, Department of Primary Education, University of the Aegean, Greece

    Panagiotis Alexopoulos is a PhD candidate in the Department of Elementary Education of the Faculty of Humanities of the University of the Aegean. He graduated with honors from the Department of Philology of the University of Peloponnese and holds an M.Ed. in "Educational Sciences - Education using New Technologies" from the University of the Aegean. In addition, he obtained a master's degree in "Modern and Contemporary History: New Perspectives and Perspectives" from the University of Peloponnese. His research has been published in scientific journals and conference proceedings.

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Pubblicato

2024-08-10

Fascicolo

V. 9 N. 1 (2024)

Sezione

Articles

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