Higher Education

Signal or Noise? Sorting Through AI at ISTELive and ASCD Annual 2026

I went into ISTELive and ASCD Annual 26 expecting AI to show up often. I did not expect it to show up everywhere I turned, in the session catalog and on the expo floor alike. As a Graduate Research Assistant supporting CIDDL, the Center on Inclusive Design and Innovation in Learning, I work on AI and assistive technology research daily. I am not AI averse. Even so, the sheer volume at this conference gave me pause. This post is not an argument for or against AI in schools. It is simply a look at the numbers, drawn from the conference’s own program search, with a few observations as an attendee.

Vibe Coding for Special Educators: Building Custom Classroom Tools Without Code

What if the most powerful assistive technology tool for your classroom was not something you ordered from a catalog but something you built yourself, in an afternoon, without writing a single line of code?

From Blank Page to Literature Review: How AI Can Support Early-Stage Research and Writing Over the Summer

Conversations about AI in education often fall into two camps: advocates who emphasize its potential and skeptics who warn about its risks. Yet both perspectives tend to ask the same central question: Should students use AI? While this question is important, it may not be the most meaningful one for understanding what is actually happening in classrooms. A more productive question might be: What happens to students’ thinking when they use AI, and under what circumstances does AI become more beneficial or risky? This shift moves the conversation away from simple approval or rejection of AI and toward a deeper examination of how learning itself is changing. In our recent paper by Seung and Dr. Basham (2026), Cognitive Offloading in the Age of Generative AI: What Does It Mean for Students With Learning Disabilities? (published in Learning Disability Quarterly), we explore this question through the lens of cognitive offloading, a concept that helps explain how students redistribute their mental effort when using AI.

CIDDL AI Studio poster: 'Humans, Machines, and the Mess In Between' with a network background, promoting a six-week study on AI in education.

CIDDL Office Hours: Introducing CIDDL AI Studio: A Space to Build, Think, and Solve Together

The May 19 CIDDL Office Hour highlighted the CIDDL AI Studio, a free six-week collaborative experience designed to deepen AI literacy.

Is AI Helping Students Think, or Doing It for Them?

Artificial intelligence is quickly becoming part of students’ everyday learning routines. They use it to generate ideas, summarize texts, solve problems, and even draft full assignments. But as AI becomes more embedded in classroom workflows, an important question often goes unasked: Is AI helping students think, or doing the thinking for them? This question matters because not all uses of AI support learning in the same way. In some cases, AI can extend students’ thinking, provide meaningful feedback, and open new possibilities for learning. In others, it can unintentionally reduce effort, bypass critical thinking, and limit opportunities for growth. The difference is not always obvious, but it is crucial for instructional decision-making.

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.

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.

Tag: Higher Education