Transforming Writing Instruction for Children with Language Impairment through AI Integration

Abstract

The current research paper is about the use of Artificial Intelligence in children's writing with the focus on the child's language impairment and the perception of the teachers, the possibilities, and the challenges. Using a quantitative survey, the research gathered data from 301 teachers and discovered a good measure of teacher awareness and favorable attitudes to AI adoption, Moreover, educators see the potential in AI for improving writing skills, personalizing instruction, raising student engagement, and decreasing anxiety. Besides, AI technologies were identified as being efficient for giving instant feedback, differentiating activities, and enhancing vocabulary and grammar. Nevertheless, there are several obstacles that hinder the realization of the goal, such as limited access to technology, lack of teacher training, technical difficulties, and expensive costs. The research leads that AI is powerful to change writing teaching methods over time but the successful integration of AI requires the strategic investments in the infrastructure, the professional development and the co-design of the tools to ensure the use of special education in an equitable and effective manner.