Enhancing inclusive education in the UAE: Integrating AI for diverse learning needs.

INTRODUCTION: Artificial Intelligence (AI) mediated systems have become important in educational set-ups, and it is still debatable whether or not they can be useful in special needs education. This qualitative research scrutinizes the experiences and perceptions of exceptional learners, as an example of special needs education, engaged in AI-mediated discussions versus traditional classroom dialogues. The study aims to reveal how these learners process and construct knowledge differently when AI is incorporated into their discussions and how it compares to conventional learning environments. METHODS: The methodology entailed a detailed qualitative analysis, drawing upon cognitive psychology to assess how exceptional learners process information and engage in higher-order thinking. Data were collected through interviews, observation, and content analysis of AI-mediated discussions. RESULTS: FINDINGS: from the study highlighted the capacity of AI technologies to offer personalized and intellectually stimulating educational experiences that resonate with constructivist approaches, promoting active learning and tailored instruction for exceptional learners. However, the research also brought to light certain challenges, including the tendency for confirmation bias and the risk of information overload within AI-mediated environments, which can complicate the learning trajectory within the zone of proximal development. DISCUSSIONS: The study underscores the dynamic interplay between AI technologies and educational processes for exceptional learners. It suggests that while AI can enhance personalized learning, it also introduces unique challenges that must be navigated carefully. Ultimately, this research lays a theoretical and empirical groundwork for the thoughtful integration of AI in supporting inclusive education, emphasizing the importance of continuous evaluation and adaptation.

Key Challenges and Future Directions When Running Auditory Brainstem Response (ABR) Research Protocols with Newborns: A Music and Language EEG Feasibility Study.

Although many musical intervention studies exist in the wider framework of neuroscience and psychology, the preliminary importance of feasibility studies is rarely discussed. Adding to this fact the limited research existing on the therapeutic and restorative potential of music exposure during early developmental periods, pushed us to concentrate on investigating newborns' perception of music and its impact on the brain. Here, we explore the feasibility of a randomized controlled trial (RCT) approach when measuring and comparing the neurophysiological perception of music versus language on the brainstem of newborns using auditory brainstem response (ABR). Twenty-five healthy full-term infants were recruited, eight of which were measured within their first 10 days postpartum. The evaluation of the study's feasibility appealed to five main objectives that essentially answer the question: Can our protocol work? Each objective proposes questions based on Orsmond and Cohn's guiding framework, designed to assess, and assist feasibility in understanding barriers toward a study's success. Our results justify that newborns are well capable of undergoing the study and given meticulous considerations and improvements on the intervention resources. The procedure's communication and technical obstacles are resoluble. Moreover, assimilation of external factors to adapt, such as the culture variation and the ABR protocol implementation are necessary. The study was well received in the selected region (Middle East), and the recording procedure showed potential outcomes for a comprehensive RCT.