Teaching with AI in Special Education: The Potential, Difficulties, and Ethical Issues from the Perspective of Foreign Teachers in Thailand

AUTHOR(S)

VRENELEE MARIE B. LIMOSNERO DR. BENJAMIN C. SIY JR

ABSTRACT

— The integration of Artificial Intelligence (AI) in education has introduced transformative tools that support differentiated instruction and inclusive learning environments, particularly for students with special needs. While AI is increasingly recognized for its potential to personalize learning, reduce barriers, and foster engagement, its application in special education, especially in Southeast Asian contexts, remains underexplored. In Thailand, foreign educators, notably Filipino teachers, play a vital role in delivering inclusive education; however, little is known about how they engage with AI technologies in their classrooms. This phenomenological study aimed to explore the lived experiences of six foreign special education teachers currently teaching in Thailand, focusing on their perspectives, practices, and challenges related to AI use in inclusive settings. Data was collected through open-ended questionnaires designed to elicit rich, narrative responses and was analyzed thematically using qualitative coding methods. The analysis yielded five key themes, forming the SPARK Framework: Scaffolding for Inclusion, Participation through Play and Personalization, Accessibility and Awareness, Responsible Innovation, and Knowledge-Centered Teacher Empowerment. These themes reflect how AI tools are used not only to individualize instruction and foster creative engagement but also to navigate ethical complexities and address cultural and technological barriers in under-resourced educational contexts. Despite the promising benefits, participants also identified critical challenges such as inconsistent access to devices and internet, lack of formal training in AI integration, and concerns about student data privacy and algorithmic bias. These findings underscore the importance of equipping educators with ethical guidance, technical resources, and sustained professional development. The SPARK Framework contributes to the growing discourse on AI in inclusive education by providing a practical, teacher-informed model that highlights the ethical, pedagogical, and systemic considerations necessary for successful and equitable AI integration. It offers a strategic reference for educators, school leaders, and policymakers aiming to implement AI in ways that enhance, not hinder, learning opportunities for all students, especially those with disabilities or learning differences. Keywords — Artificial Intelligence, special education, inclusive education, foreign teachers in Thailand, SPARK Framework, teacher empowerment, phenomenology, ethical use of technology, differentiated instruction, data privacy