Technology is transforming education systems, and artificial intelligence (AI) plays an important role in this process. Especially for the education of individuals with special needs, AI has great potential in areas such as creating personalized learning environments, conducting skills analysis, and guiding teachers. However, it is critical to prepare AI tools in accordance with the needs of the field and to understand how teachers experience this technology. This study was phenomenologically designed to examine the views and experiences of special education teachers toward AI. Within the scope of the research, semi-structured interviews were conducted with eight teachers who were active in special education and had experienced AI technologies. The interviews were analyzed using the thematic analysis method, and teachers' introduction to AI, usage patterns, classroom effects, adaptation in the context of special education, ethical concerns, and expectations for the future were determined. Findings show that teachers usually learn about AI through social media or colleagues but face challenges such as coding and a lack of foreign language. Teachers often use AI tools to develop materials, provide individualized educational support, and support their teaching process. It was stated that AI diversifies teaching methods for teachers and increases their motivation, but in some cases, it can negatively affect creativity. For students, AI was reported to increase motivation, increase attention span, and support learning. For more effective use of AI in the context of special education, it was emphasized that teachers need in-service training, guidance materials should be provided, and technological hardware support should be increased. In terms of ethics, teachers stated that they care about the protection of student data, but AI carries risks such as making teachers passive and data security. In conclusion, increasing teachers' digital competencies, addressing ethical concerns, and facilitating teachers' access to technology are critical factors to ensure the effective use of AI in special education. In the future, it is recommended that comprehensive professional development programs be developed so that teachers can consciously integrate this technology into classroom practices.

Keywords: Artificial intelligence, generative artificial intelligence, special education, special education teachers, experiences.