This research paper aims to explore and understand the usage of artificial intelligence (AI) applications by Kuwaiti teachers in the context of working with disabled students. The study seeks to investigate the extent to which Kuwaiti teachers utilize AI tools and technologies in their teaching practices for disabled students, examine their perceptions of AI's effectiveness and benefits, and identify potential challenges and ethical considerations associated with AI implementation. The research employs a mixed-methods approach, combining surveys and interviews to gather data from a sample of Kuwaiti teachers who work with disabled students. The findings of this study will contribute to enhancing our understanding of the role of AI in special education and provide insights for policymakers, educators, and technology developers to support the effective integration of AI applications in inclusive educational settings.