Teacher Focus Groups on Assistive Technology and AI in Inclusive Classrooms

A qualitative research paper analyzes seven semi-structured focus groups with 46 elementary and middle school teachers. The study examines professional reasoning regarding traditional assistive technologies and emerging AI-based systems in neurodivergent contexts. The document was authored by Arianna Marras and last updated on April 13, 2026.

Use Cases

• Analyzing teacher perceptions and conceptualizations of assistive and AI-based systems based on the described thematic analysis.
• Studying conditions for technology adoption based on themes of pedagogical fit, professional control, and ethical accountability.
• Investigating teacher concerns about data governance and equity risks in educational AI mentioned in the results.
• Exploring the process of conditional technology integration described in the discussion section.

Strengths

• Study includes 46 teacher participants, providing a substantive qualitative sample.
• Analysis produced five interrelated themes, offering structured insights.
• Document is openly licensed under CC-BY-4.0 for reuse.

Limitations

• The dataset is a 219.4 KB PDF research paper, not a structured data file for direct analysis.
• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment for quantitative ML tasks.

Provenance

Source

Arianna Marras via figshare

Collection Method

Data gathered from seven semi-structured focus groups and analyzed via reflexive thematic analysis.

Time Range

Study period not specified.

Freshness

Last updated 2026-04-13 05:46:09; freshness should be verified.

Geography

Geographic coverage not specified.