Artificial Intelligence to Support Writing Outcomes for Students with Disabilities
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| Title: | Artificial Intelligence to Support Writing Outcomes for Students with Disabilities |
|---|---|
| Language: | English |
| Authors: | Samantha R. Goldman (ORCID |
| Source: | Journal of Special Education Technology. 2025 40(3):418-426. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Artificial Intelligence, Students with Disabilities, Writing (Composition), Writing Skills, Technology Uses in Education, Instructional Effectiveness, Writing Difficulties, Special Education, Skill Development, Writing Processes, Brainstorming, Planning, Revision (Written Composition) |
| DOI: | 10.1177/01626434251326328 |
| ISSN: | 0162-6434 2381-3121 |
| Abstract: | Students with and without disabilities consistently fail to meet established writing benchmarks, highlighting the urgent need for intervention and innovation in this critical area. According to the National Assessment of Educational Progress (NAEP), key criteria for assessing writing include the development of ideas, organization of ideas, and language facility and conventions. One solution to improve writing outcomes is to leverage artificial intelligence (AI) tools to support struggling writers. The purpose of this article is to define AI, examine its current integration into tools used by teachers to support struggling writers, and provide a crosswalk between NAEP criteria and AI tools to enhance writing interventions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477570 |
| Database: | ERIC |
| Abstract: | Students with and without disabilities consistently fail to meet established writing benchmarks, highlighting the urgent need for intervention and innovation in this critical area. According to the National Assessment of Educational Progress (NAEP), key criteria for assessing writing include the development of ideas, organization of ideas, and language facility and conventions. One solution to improve writing outcomes is to leverage artificial intelligence (AI) tools to support struggling writers. The purpose of this article is to define AI, examine its current integration into tools used by teachers to support struggling writers, and provide a crosswalk between NAEP criteria and AI tools to enhance writing interventions. |
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| ISSN: | 0162-6434 2381-3121 |
| DOI: | 10.1177/01626434251326328 |
