The Internalization of AI in Enhancing Learning Accessibility for Students with Special Needs at Nurul Ilmi Junior High School

Abstract

This research aims to explore how the internalization of artificial intelligence (AI) can enhance learning accessibility for students with special needs. The research method used is a qualitative approach with a case study design, which allows the researchers to gain an in-depth understanding of AI implementation in an inclusive education context. Data collection was conducted through in-depth interviews with teachers, students, and parents, as well as direct observation of the use of AI tools in the classroom. Data were also gathered through document analysis related to educational policies and best practices in inclusive education. Data analysis was carried out using thematic analyss techniques, where the main themes were identified and classified based on participants' responses. Preliminary results indicate that AI internalization facilitates material adaptation, enhances student interaction, and provides faster feedback. Students with special needs reported increased motivation and engagement in learning, while teachers felt more supported in managing the diversity of student needs. This research is expected to provide recommendations for more effective AI implementation in the context of inclusive education.