Thought Leadership

Meet the Updated CIDDL Chat: Explore Evidence-Based Resources Through AI

What if you could explore CIDDL’s resources by simply asking a question? With the newly updated CIDDL Chat, educators, families, researchers, and other stakeholders can engage with CIDDL’s resources through an AI-powered conversational interface. During a recent CIDDL Office Hour, Daniel Neugent, a PhD student in Computer Science at the University of Kansas and a Graduate Research Assistant for CIDDL, introduced the updated CIDDL Chat, demonstrated its features, and answered questions about how the tool works.

Infographic on a Decade of Special Education Technology: Trends, Tools, and Research Gaps (2014–2024).

A Decade Behind: What Ten Years of Special Education Technology Research Tells Us About the Gap Between Innovation and Evidence

K-12 education technology spending reached $14.8 billion in recent years and is projected to climb to $132.4 billion by 2032 (Merod, 2023). Artificial intelligence, augmented reality, and virtual reality tools are now common in many classrooms. Yet the research base supporting their use with students with disabilities has not kept pace. A ten-year review of the Journal of Special Education Technology (JSET) makes the gap concrete and points toward what the field needs to do next (Carreon et al., 2026).

person looking at their cell phone at their desk with a laptop

Before the Phone Call: Using AI Simulation to Practice Family Engagement Conversations

Strong family-professional partnerships depend on communication, equality, trust, and respect (Blue-Banning et al., 2004), yet educators may have limited opportunities to rehearse these practices. Simulation in teacher preparation offers one way to practice, receive feedback, and reflect before higher-stakes interactions.

From Local Problems to Community Solutions: Join the Fall 2026 CIDDL AI Community Challenge

What could students improve in their community if artificial intelligence became a thought partner rather than an answer machine?
The Center for Innovation, Design, and Digital Learning (CIDDL) invites students and teachers in Grades 7–12 to answer this question through the Fall 2026 AI Community Challenge. Teams across the nation will identify a consequential local issue, investigate its causes, and design an evidence-informed solution with support from artificial intelligence (AI). The challenge places human reasoning at the center of every submission.

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.

Human hands using a mobile app with an interface showing dashboards and texts

How Apple and Synchron Are Making Neural Control an Accessible Reality

Apple is developing an open standard for brain‑computer interfaces that will enable users to control iPhones, iPads, and the Vision Pro VR headset using only their neural signals. By partnering with Synchron, whose Stentrode implant reads neural signals from the motor cortex, Apple aims to empower people with severe mobility impairments to interact with their devices without lifting a finger.

laptop, camera lense, and keyboard on a desk

Media Debate and AI in Education: Why Learning Theory Matters

As generative AI tools (e.g., ChatGPT, Gemini, Copilot) continue to gain attention in education, educators and researchers face a key question: Should we embrace these tools as the future of teaching and learning, or proceed with caution given their limitations? AI’s potential certainly brings excitement with its capabilities for personalized feedback, built-in scaffolding, and real-time support. But behind the buzz lies a long-standing question in education: Is it the tool that makes a difference, or how we use it?

CIDDList: Unlock the Fun! 5 Essential Elements for Awesome (and Free) Digital Escape Rooms

Summer is right around the corner, which means you finally have time for all those fun things you’ve been meaning to get around to! One of the popular choices recently has been escape rooms. For those who haven’t done one, it’s an immersive game where players work together to find clues, solve puzzles, and accomplish tasks in a themed setting, typically aiming to ‘escape’ or complete a mission within a time constraint. The excitement and collaborative problem-solving inherent in these games translate exceptionally well into education, especially through the accessible format of digital escape rooms. Digital escape rooms are an engaging way to encourage students to learn. They encourage critical thinking and collaboration among students. Plus, you don’t need special software to create them. Readily available free tools, such as Google Forms, work well with a little bit of thoughtful design. To help you craft these unique activities, this CIDDList outlines five essential elements for developing effective and enjoyable educational digital escape rooms for your students.

Preparing Special Education Teachers to Teach Online

CIDDL’s latest recorded webinar series highlights preparing special education teachers to teach online. The preparation of educators for online and hybrid instruction has become an essential component of teacher education programs. While the rapid shift to virtual learning during the COVID-19 pandemic emphasized the need to prepare teachers for this environment. The continued integration of digital tools into K – 12 and higher education settings underscores its lasting relevance. Additionally, schools are turning to online learning to cope with extreme weather and teacher shortages. Effective online teaching requires more than familiarity with technology; it demands a pedagogical foundation that supports inclusive, accessible, and engaging instruction across diverse learning environments. As research and national standards emphasize, teacher candidates must be equipped not only to navigate digital platforms but also to design instruction that reflects the complexities of learners’ needs, the affordances of technology, and the evolving nature of educational spaces.

Dr James Basham and Dr Trey Vasquez at the CEC keynote presentation

2025 CEC Recap

What an excellent conference in Baltimore! The CIDDL team enjoyed interacting with and learning from everyone who came by our booth or sessions. We are excited to welcome many new voices into our CIDDL community.

Category: Thought Leadership