Page 12 - Mainstreamer Volume 1, Issue 4, November 2023
P. 12

MAKING IT WORK


          Assessive (A) are responsive components of the      education with confidence and determination.
                                                               The author is a cybervictimogist with an experise in
          model. The policy can adapt to any situation faced.   artificial intelligence (AI). She currently serves as the
          Mitigative refers to adverse effects countered by    Head of Political and Security Manager at ASEAN Youths
          adaptation, and the effective and assessive parts    Malaysian Chapter. Her daily work routine includes a focus
                                                               on Article 8 of the Federal Constitution.
          respond to the mitigative component. The model
          prepares multiple contingency plans to build
          individual capacity while meeting their demands
          for upskilling.
            MoHE can conduct a survey to assess its current
          capacity to address the issue of digital literacy
          among special education teachers,. Based on their
          level of knowledge, teachers can be enrolled in
          paid leave tutorial classes on technology or AI.
          Bridging the intergenerational gap in digital literacy
          is also crucial. By investing in upskilling teachers
          in AI and inclusive education, we can create an
          equitable education system that prepares students
          for the rapidly changing job market, with MoHE
          and the Ministry of Human Resources (MOHR)
          playing their respective roles. Government
          intervention and AI in education can provide
          effective upskilling opportunities for diverse
          students.

            A customised AI syllabus is needed for
          prospective teachers in SPED, tailored to their
          individual needs and learning styles. SPED teachers
          should collaborate with AI experts to ensure an
          inclusive syllabus for all students, including those
          with disabilities. The syllabus should promote the
          ethical use of AI and incorporate strategies for
          reducing bias in AI algorithms to prepare SPED
          students for the evolving technological landscape.


          Conclusion
          AI is reshaping the future of accessible education.
          It enhances classroom and educational inclusivity,
          enabling the effective inclusion of students with
          learning impairments or disabilities and fostering
          greater inclusivity. Nevertheless, we must approach
          this transformative technology cautiously, ensuring
          that its application aligns with the principles
          of inclusion and equity. In a nutshell, inclusive
          education is not just important but necessary
          in teaching AI. By recognising and celebrating
          diversity, addressing bias in AI algorithms and
          considering the ethical implications of AI, we can
          ensure that AI is developed and used in a fair,
          equitable and beneficial way. As we continue to
          shape the future of AI, we must prioritise inclusive



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