Empowering Mathematics Education for Hearing Impaired Children Through Artificial Intelligence

Abstract

This research focuses on whether artificial intelligence can be the means by which mathematics instructions for the deaf could become better. The research conducted was under a quantitative methodology and employed special education teachers in this study. Participants were picked using stratified random sampling techniques and, in all, 350 participants took part in this research. A self-made questionnaire designed and tested earlier and after going through expert consensus was adopted to collect information. This study investigates teachers' views on whether AI-based learning tools have an effect on the mathematical understanding and participation of deaf students. Descriptive and inferential statistical methods were adopted to analyze the data, which indicated that AI tools substantially contribute to the development of personalized learning, thus leading to better understanding and motivation. This study points out the requirement for including artificial intelligence technologies in special education curricula and underscores the training aspect of the teaching process. The study thus promotes a technology-based approach for filling the gap in educational disparity for students with hearing impairments in mathematics. AI-based tools make mathematics education much more accessible for children with hearing impairments by fostering customized learning experiences and high engagement. Educators and policymakers should integrate these innovations into special education and training of teachers to use these technologies effectively.