Fear of Automation in Special Education: AI Adoption, Assistive Technology, Psychological Stress, and Job Insecurity Among Special Educators

Abstract

Artificial intelligence and assistive technologies are becoming increasingly visible in special education through adaptive learning platforms, automated assessment tools, communication aids, progress monitoring systems, and AI-supported instructional planning. These technologies have the potential to improve access to learning, personalized learning and participation for learners with disabilities, but present significant concerns related to special education. As AI becomes more prevalent, there can be concerns about job security, job autonomy, and the role of human judgment and decision-making in disability-sensitive classrooms. The aim of this article is to explore fear of automation, psychological stress, job security and use of AI among special educators in special and inclusive education environments. The article employs a qualitative interpretive review to examine the implications that AI and assistive technologies have for teachers' identity, workload, emotional wellbeing and perceived sense of professional security. The discussion emphasizes that special educators might not be against AI itself, but about how it is used in a replacement mode, lack of transparency, and demean of empathy-based education support. The article suggests that AI should be used as a supporting tool for teaching and not as a replacement for human knowledge and expertise. To promote the sustainable use of AI in special education, it is essential to have transparent systems, ethical safeguards, ongoing training, institutional support, and protection of the relational aspects of inclusive practice.