Can AI Help With Special Education?
Authors: Yerin Seung; info@ciddl.org
Associated material: https://www.edweek.org/teaching-learning/can-ai-help-with-special-ed-theres-promise-and-reason-to-be-cautious/2024/07
Teachers have been experiencing increased efficiency in handling paperwork thanks to artificial intelligence (AI). However, using AI for instruction for students with disabilities and learning differences is still challenging and requires a cautious approach. A recent article from Education Week, "Can AI Help With Special Ed? There's Promise and Reason to Be Cautious," explores the potential and challenges of AI in special education. This article is based on insights from a June 25 panel discussion at the International Society for Technology in Education (ISTE) conference, featuring our CIDDL PI’s Trey Vasquez, Ph. D., a professor at the University of Central Florida, and James Basham, Ph.D., a professor at the University of Kansas.
The Promise of AI in Special Education
The panelists agreed that personalization is “a core element of special education,” and AI offers promising opportunities to enhance personalized learning experiences. Generative AI tools can create different types of content like text, videos, audio, and images, making learning materials more accessible. Furthermore, teachers can modify learning materials based on students’ interests and needs, making it easier to personalize learning. The application of AI is not limited to computers or tablets but also more child-friendly resources such as plush toys. Students can interact with embodied robots or toys to develop and practice skills such as executive function and more computer-based tools such as chatbots.
Balancing Promise with Caution
Despite its potential, there isn’t enough evidence or data to strongly recommend the use of AI for students with disabilities, as Trey Vasquez highlighted during the discussion. In addition, the current AI technology is mostly trained with data from native English speakers and neurotypical students, not from English learners or students in special education.
There has been active research and practice to balance the promise with caution. For instance, Vasquez and his team are exploring which type of sensors can help their AI make accurate predictions for students with disabilities. Additionally, his team members are trying to integrate evidence-based and research-based practices with AI tools, as most research articles are behind paywalls and not typically included in AI tools. Basham and his team are trying to initiate school experiments with AI tools, and he emphasized that they should bring parents along to integrate AI into students’ learning successfully.
Keep the Conversation Going
How do you see AI shaping the future of special education? What are your thoughts on the promises and caution in integrating AI into special education? Tell us about your thoughts in our community!