Artificial Intelligence Interventions for Teaching Children with Autism Spectrum Disorders in Suburban Schools of Dakar, Senegal: A Mixed Methods Study

Abstract

Artificial intelligence (AI) technologies are increasingly being explored for educational interventions, particularly in addressing learning challenges among children with autism spectrum disorders (ASD). In Dakar's suburban schools of Senegal, where resources and support systems can be limited, integrating AI into teaching methodologies may offer innovative solutions. This study employed both qualitative interviews with educators and quantitative data collection from students to analyse the impact of AI interventions in a Suburban school context in Dakar, Senegal. Data were collected through teacher surveys, student test scores, and observational notes. AI tools demonstrated positive effects on student engagement and academic performance, with an average improvement rate of 15% in math skills post-intervention compared to pre-intervention levels. Teachers reported increased capacity for personalized learning support but noted challenges in technology maintenance. The findings suggest that AI interventions can be effective in enhancing educational outcomes for students with ASD in Suburban schools in Dakar, Senegal, though further research is needed on scalability and sustainability. Future studies should explore broader implementation strategies, including teacher training programmes and infrastructure support, to maximise the benefits of AI in education. Additionally, long-term impact assessments are recommended.

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