info@ciddl.org - CIDDL

using a cellphone for augmented reality in the classroom

Reality, Augmented: What AR Means for Students with Disabilities

Roughly two-thirds of U.S. states have enacted legislation restricting student phone access during the school day, and more than half of countries worldwide have followed suit (D’Addio, 2025; Prothero et al., 2026). Nearly 5,000 schools deployed them by 2026 (Allcott et al., 2026). The pace has outstripped the evidence.

Two developers study code on a monitor during a CIDDL webinar about customizing GPT, with a dark blue banner on the right.

Build Your Own AI Assistant: A Practical Guide to Custom GPTs for Educators

Artificial intelligence does not have to be a black box. In a recent CIDDL webinar, Drs. James Basham, Trey Vasquez from the University of Kansas, and Matthew Marino from the University of Central Florida walked educators through one of the most practical applications of large language models available today: building a custom generative pre-trained transformer, or GPT, trained on information you already trust.

What New National Evidence on School Phone Bans Means for Special Education Personnel Preparation

Advancing Writing Outcomes Through AI: Implications for Special Education Teacher Preparation

This brief explores how artificial intelligence can support writing instruction through prompt engineering, feedback systems, and increased access to supports. It highlights how AI can reduce barriers to writing while maintaining student ownership and independence. The brief also provides practical recommendations for integrating AI into teacher preparation programs.

an individual looking stressed during exams

Supporting Students Through Finals: AI-Enhanced Strategies for Faculty at the End of the Semester

Finals assess more than content knowledge. They require students to plan, initiate, and persist under pressure. Faculty who use AI to provide structure and support can reduce barriers while maintaining rigor.

The Scaffold That Disappears: AI Tools for Executive Function in Science Classrooms

Picture a student who can explain biodiversity in a class discussion but cannot complete a three-step sample collection protocol without losing track of the sequence. Or a student whose curiosity about microorganisms is genuine right up until the moment arrives to document observations in writing. In both cases, the barrier is a lack of understanding. It is the weight of managing multiple demands at once: sequencing steps, monitoring progress, recording data, and switching attention between tools.
This is what executive function breakdown looks like during science instruction, and it is more common than most lesson plans account for.

Virtual Reality: Creating Safe Spaces for Students with Emotional and Behavioral Disorders

Students with emotional and behavioral disorders (EBD) often experience school environments as unpredictable and emotionally demanding. Many students struggle with regulation, peer conflict, and stress tolerance in high-stimulus settings. Educators cultivate safety through strong relationships, consistent routines, and explicit behavioral instruction. Virtual reality (VR) can extend these supports by creating controlled, repeatable environments for practice.

CIDDL at CEC 2026: Highlights from Salt Lake City

What an incredible week in Salt Lake City! From the opening workshop on Wednesday morning to the final blitz on Friday afternoon, CEC 2026 was full of energy, ideas, and conversations about where AI and special education are headed together. The CIDDL team is grateful for every attendee, presenter, and partner who stopped by our sessions, joined us at the Tech Playground, or connected with us from afar.

Group of individuals standing around a conference table

Students Are Already Using AI: What Educators Should Understand About AI Guidance and Support

Recent research highlights an important shift. Students are not waiting for schools to introduce artificial intelligence. They are already experimenting with these tools independently. Understanding how students perceive and use AI helps educators respond thoughtfully and guide responsible use of technology.

Generative AI and IEP Goal Development: Implications for Special Education Teacher Preparation

The brief begins with context on the background of AI integration in education, focusing on special education teachers’ early adoption of generative AI tools. Audiences will learn about the current usage patterns among special educators, the factors that influence their decision to use (or not use) AI tools, and the practical implications for professional learning and teacher preparation. Drawing on Naatz and Ruppar’s (2025) exploratory survey, this brief highlights actionable insights for designing ethical, effective, and inclusive AI training that reflects the realities of classroom implementation and supports teachers of students with extensive support needs.

Author: info@ciddl.org (page 2)