THE ROLE OF ARTIFICIAL INTELLIGENCE IN ENHANCING SPECIAL NEEDS EDUCATION: A CASE STUDY OF ST. FRANCIS SCHOOL FOR THE DEAF/BLIND IN MAKURDI, BENUE STATE

Abstract

This study explored the role of Artificial Intelligence (AI) in enhancing special needs education, with a focus on St. 
Francis School for the Deaf/Blind in Makurdi, Benue State. The research aimed to address the persistent skills gap 
among students with special needs, which limited their economic participation and perpetuated socio-economic 
disparities. Using a mixed-methods approach, the study combined quantitative and qualitative techniques to assess 
the impact of AI technologies on educational outcomes for students with special needs. Data were collected from 60 
respondents purposeful sampled, including teachers, administrators, and stakeholders in special need education from 
the Ministry of Education. The data were validated by experts in special education and AI, demonstrating high 
reliability with a Cronbach's alpha coefficient of 0.98. Findings revealed that AI tools significantly improved 
learning experiences, skill acquisition, and teaching effectiveness, particularly in areas such as communication, 
accessibility, and personalized learning. Qualitative insights highlighted the transformative potential of AI in 
fostering inclusivity, bridging communication gaps, and enhancing engagement for students with disabilities. 
However, challenges such as data privacy concerns, high costs, and the need for teacher training were identified as 
barriers to effective AI integration. The study concluded that integrating AI into special needs education is crucial 
for bridging the skills gap and driving economic transformation. Recommendations included increased investment in 
AI technologies, comprehensive training for educators on AI integration, and the development of supportive 
policies to facilitate widespread adoption.