AI-BASED INCLUSIVE EDUCATION IN PAKISTAN: ADDRESSING LEARNING CHALLENGES OF CHILDREN WITH DYSLEXIA, DYSCALCULIA AND AUTISM

Abstract

Inclusive education was an effort to provide all children with equal learning opportunities, regardless of their learning disabilities, such as dyslexia, dyscalculia, and Autism. This study examined the importance of AI in promoting inclusive education and solving the problems of these children in Pakistan. A mixed research method was applied to gather quantitative and qualitative information from 46 people, which included teachers, parents, special education teachers, and administrators of schools through a survey questionnaire. Descriptive statistics and reliability analysis were used to analyse quantitative data with SPSS software, whereas qualitative data were analysed by thematic analysis. The study found that participants held positive perceptions regarding AI in inclusive education. Participants indicated that AI-based interventions facilitated personalized learning, improved academic achievement, and engaged students in classroom activities. Various barriers to implementation, including lack of funding, poor infrastructure, weak internet connection, and lack of teacher training, were also highlighted by participants in qualitative responses. Professional development, better infrastructure, availability of AI tools, multilingual support, and appropriate use of AI technologies emerged as qualitative themes from the research process. The results indicate that AI could play a vital role in providing quality inclusive education in Pakistan by supporting the diverse learning needs of children with dyslexia, dyscalculia, and Autism. However, effective implementation requires adequate resources, teacher training, and supportive educational policies.