Artificial Intelligence - CIDDL

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.

Shaping the Future of Special Education: CIDDL at CEC 2026

CIDDL is preparing to head to the Council for Exceptional Children (CEC)’s Annual Convention in Salt Lake City from March 11th to 14th. This convention provides special education personnel (e.g., teachers, administrators, and related service providers) with professional development through interactive sessions grounded in application to students with disabilities. It is a fantastic event that brings together special education professionals to “learn, share, grow, and connect.” The CIDDL team is bringing research and practice with technology and innovation to the conference through demonstrations in the Tech Playground and sessions focusing on technology integration and AI. Be sure to check out these sessions to explore how AI is shaping the future of special education and join the conversation on AI in education. Below, we will share the various sessions hosted by the CIDDL team. RSVP to them through our community and on the convention’s Whova app!

Beyond the Tool: Designing Coherent AI Systems in Education

When conversations turn to AI in education, the question I hear most often is, “If you could recommend one AI tool, what would it be?” It is a reasonable question. Educators are navigating full schedules, expanding responsibilities, and increasing learner variability in their classrooms. With new AI platforms emerging almost weekly, asking for one manageable starting point feels efficient and practical. In a field moving this quickly, there is also understandable pressure to adopt something just to avoid falling behind. But I often pause before answering. Instead of naming a tool, I ask, “What do you need?” That pause is intentional.

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Navigating AI in IEP Development: A Framework for Ethical Practice

Research suggests GenAI can be a powerful support when used strategically. Studies by Rakap (2024) and Waterfield et al. (2025) found that educators using ChatGPT with proper guidance produced IEP goals of the same or higher quality while spending less time drafting. Some platforms even claim to reduce paperwork time by up to 90% (eSchool News Staff, 2025).

Summary of OECD Digital Education Outlook 2026

The OECD’s Digital Education Outlook 2026 shifts the focus from values to practice by asking a more operational question: given that generative AI is already present in educational systems, how can its use be steered to genuinely support learning and professional teaching practice? In this sense, the two reports are not in tension but complementary, with UNESCO articulating the “why” of educational AI and the OECD addressing the “how.”

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Being a Non-Tech Person in a Tech-Driven World

Artificial intelligence is becoming a regular presence in higher education, yet for many doctoral students, it can feel more intimidating than empowering.
For doctoral students navigating a technology-rich academic environment, effective AI use is less about technical skill and more about clarity, purpose, and critical thinking.

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Preparing Faculty for the Digital Era: Exploring the ISTE Faculty Standards

The International Society for Technology in Education (ISTE), in collaboration with Old Dominion University, has introduced the ISTE Faculty Standards for Digital Teaching and Learning Competencies (2025)—a framework that helps higher education faculty intentionally use technology across instruction, research, and service. The standards reflect the rapid evolution of academic work and outline what it means to be an effective digital educator in today’s institutions

Individuals sitting around a table with thier laptops open working and talking

AI Integration and the SAMR Framework: A Practical Lens for Instructional Design

Artificial Intelligence (AI) is poised to transform education at every level (CIDDL, 2024). However, this advancement raises a deeper question: “Is AI strengthening education, or is it pulling it away from its core purpose?”
UNESCO’s 2025 report, AI and the Future of Education: Disruptions, Dilemmas and Directions, addresses this global pivot point head-on. Bringing together scholarly voices, the report examines how AI challenges long-standing assumptions about teaching, learning, and the role of the human teacher. While some chapters point to unprecedented opportunities, others urge caution about the structural, pedagogical, and ethical risks that accompany rapid adoption.
I intentionally highlight three chapters—3, 4, and 5—that speak most directly to classroom practice, instructional design, and the evolving work of educators.

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Summary of UNESCO AI and the Future of Education

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Using Artificial Intelligence (AI) to Support Students with Emotional and Behavioral Disorders (EBD)

Students with EBD often face challenges in emotional regulation, maintaining attention, and social interactions. These are factors that influence both academic and behavioral outcomes. Teachers are turning to innovative tools to address these needs, and artificial intelligence (AI) offers one of the most promising pathways. AI can assist with early identification of emotional changes, individualized feedback, and real-time behavioral support.

Series: Artificial Intelligence (page 2)