Artificial Intelligence and Safe Digital Learning for Children with Special Needs

Abstract

Given that children with special needs in Egypt practise using artificial intelligence (AI) without learning the principles and standards for the safe ethical use of this technology—for which they have not received training—and that there are no standards for AI in Egyptian curricula, the goal of this study was to create a digital program that addresses some of the standards for the safe use of digital learning for AI. This exposes individuals to the risks and drawbacks of this use, which exacerbates their existing difficulties and essentially impacts their specific needs. It was therefore highly motivated to conduct this study through a sensory activities program that was implemented through one of the AI applications, Magic School, whose tools addressed some principles and standards for the safe use of AI, represented in two principles: the principle of privacy and the principle of security and safety. This was done considering the group's nature and capabilities, the challenges they face in school and in life in general, and the need to avoid the risks of this use without awareness or knowledge. The success of the activities included in the program was statistically indicated with satisfactory statistical significance in the study sample's children's acquisition of the standards required for learning the principles of the principle of privacy, the principle of security, and the principle of safety for the safe use of artificial intelligence. This was achieved by creating an achievement test for scenarios pertaining to the security of the creative use of AI on the network, which allowed for the monitoring and analysis of the students' responses.