Enhancing Special Education with Generative AI: Suggestions from Our Practice
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| Title: | Enhancing Special Education with Generative AI: Suggestions from Our Practice |
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| Language: | English |
| Authors: | Amy Walter |
| Source: | Thresholds in Education. 2025 48(2):202-225. |
| Availability: | Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Special Education, Artificial Intelligence, Middle School Teachers, Middle Schools, Technology Uses in Education, Teacher Competencies, Technological Literacy, Pedagogical Content Knowledge, Student Diversity, Progress Monitoring, Prompting, Planning, Scaffolding (Teaching Technique), Metacognition, Student Empowerment, Student Needs, Models, Multisensory Learning |
| ISSN: | 0196-9641 2381-5485 |
| Abstract: | This paper reflects on the practical integration of generative AI, specifically ChatGPT, in a middle school (grades 6-8) special education setting. Initially adopted by teachers to manage an overwhelming workload, the use of AI evolved into a collaborative tool that supported instructional planning, simplified complex texts, created lesson materials, and enhanced student learning experiences. By sharing real-time applications and insights, the paper illustrates the critical role of teacher expertise in the effective use of AI to align with educational standards and support diverse learning needs. It also highlights the broader implications of integrating AI within the Technological Pedagogical Content Knowledge (TPACK) framework, emphasizing the need for thoughtful, informed engagement to maximize the pedagogical value of AI tools. The reflection provides suggestions for educators navigating the complexities of incorporating AI into their practice, underscoring the importance of professional judgment and iterative refinement in optimizing AI outputs for classroom use. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483969 |
| Database: | ERIC |
| Abstract: | This paper reflects on the practical integration of generative AI, specifically ChatGPT, in a middle school (grades 6-8) special education setting. Initially adopted by teachers to manage an overwhelming workload, the use of AI evolved into a collaborative tool that supported instructional planning, simplified complex texts, created lesson materials, and enhanced student learning experiences. By sharing real-time applications and insights, the paper illustrates the critical role of teacher expertise in the effective use of AI to align with educational standards and support diverse learning needs. It also highlights the broader implications of integrating AI within the Technological Pedagogical Content Knowledge (TPACK) framework, emphasizing the need for thoughtful, informed engagement to maximize the pedagogical value of AI tools. The reflection provides suggestions for educators navigating the complexities of incorporating AI into their practice, underscoring the importance of professional judgment and iterative refinement in optimizing AI outputs for classroom use. |
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| ISSN: | 0196-9641 2381-5485 |
