Supporting Learners with Special Needs in Home Economics Practical Classes through Artificial Intelligence Assistive Technologies

Inclusive education seeks to provide equal learning opportunities for all students regardless of physical or cognitive ability. However, practical-based subjects such as Home Economics pose significant challenges for learners with special needs due to limitations in demonstration speed, communication barriers, and safety concerns during practical activities. This study investigates the use of Artificial Intelligence assistive technologies to support inclusive participation in Home Economics practical classes. The research adopts a mixed-method approach involving special education teachers, Home Economics teachers, and students with disabilities. AI assistive tools such as speech-to-text cooking guides, visual recognition safety alerts, adaptive instructional videos, and personalized learning assistants will be implemented during practical lessons. Data will be collected through observation checklists, performance assessment rubrics, and interviews. The expected findings indicate that AI assistive technologies improve participation, independence, and confidence among learners with special needs while reducing instructional burden on teachers. The technology is also anticipated to enhance safety and promote individualized learning pace. The study concludes that AI provides a practical pathway for achieving inclusive vocational education. It recommends provision of assistive technologies, teacher training in inclusive digital pedagogy, and policy support to ensure equitable access to Home Economics education.