Beliefs of teachers who are blind related to the use of artificial intelligence (AI) in Jordan.
Blind teachers in Jordan hack AI daily—give them training and Arabic-friendly tools to turn hacks into high-impact teaching.
01Research in Context
What this study did
Al-Zboon (2025) talked with teachers who are blind in Jordan.
They asked how the teachers use AI like Siri and ChatGPT at school and at home.
The teachers shared what helps and what blocks them.
What they found
The teachers already lean on AI every day.
They dictate lessons to Siri, quiz students with ChatGPT, and scan worksheets with Seeing AI.
Biggest headaches: no training, high cost, and apps that crash with Arabic text.
How this fits with other research
Cox et al. (2024) say BCBAs should design or steer AI tools. The blind teachers show why user voice matters—without it, tools stay English-only and pricey.
Rakap et al. (2026) prove a 15-minute ChatGPT demo lifts IEP goal quality. The Jordan data say even zero training, teachers still find work-arounds, but formal support could unlock more.
Jennings et al. (2024) warn the BACB Code lags behind AI ethics. These teachers’ stories about privacy and error rates give real-world fuel for those future rules.
Why it matters
If you coach staff with visual impairments, start from what they already do. Offer Arabic screen-reader tips, fund premium AI apps, and loop them into pilot tests. Their lived tricks can shape cheaper, fairer tools for every learner on your caseload.
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02At a glance
03Original abstract
This qualitative study employed Interpretative Phenomenological Analysis (IPA) to explore the beliefs and lived experiences of teachers who are blind (TWB) in Jordan regarding the use of artificial intelligence (AI) in education. Data were collected through semi-structured interviews with 14 TWB and a focus group with 8 additional teachers, recruited via snowball and purposive sampling. Findings reveal that TWB actively use various AI applications, including Siri, ChatGPT, currency and image readers, screen readers, and AI-powered search engines like Google and YouTube. Key domains of AI use include daily life, environmental recognition, education, and communication, while mobility, entertainment, and teaching were less common. The study identifies multiple factors shaping AI use, such as personal characteristics, environmental and technological contexts, and socio-cultural influences. Participants reported significant barriers, including limited training, financial constraints, accessibility challenges, and misconceptions about AI. TWB offered practical suggestions to enhance AI adoption in their professional and personal lives. The study concludes with recommendations for policy, practice, and future research to better support AI integration for TWB.
Research in developmental disabilities, 2025 · doi:10.1016/j.ridd.2025.105113