Asian Journal of Education and Social Studies

Artificial Intelligence (AI) is emerging as an important technological resource for improving accessibility, personalisation, communication, and participation in inclusive education. AI-based assistive technologies, such as speech-to-text, text-to-speech, automated captioning, intelligent communication systems, adaptive learning applications, computer vision, and generative AI, can provide alternative means of accessing and engaging with educational content for learners with diverse needs. However, the effective use of these technologies depends considerably on teachers’ attitudes, knowledge, confidence, preparedness, and institutional support. The present study was conducted to examine teachers’ attitudes towards the use of AI-based assistive technologies in inclusive education. A normative survey method was adopted for the study. The sample comprised 120 teachers. A Teachers’ Attitude Towards AI-Based Assistive Technologies Scale was used to assess teachers’ perceptions regarding usefulness, ease of use, confidence, pedagogical value, inclusion, ethical awareness, and willingness to use AI-based assistive technologies. Descriptive statistics, independent-samples t-tests, and one-way ANOVA were used to analyse the data. The findings indicated that teachers generally demonstrated favourable attitudes towards AI-based assistive technologies. The study further examined differences in teachers’ attitudes with respect to gender, locality, educational qualification, previous AI/technology training, and teaching experience. The study highlights the importance of teacher training, accessible infrastructure, technical support, ethical awareness, and institutional encouragement for the meaningful integration of AI-based assistive technologies in inclusive classrooms.