child education
Special Education Is Turning to AI to Fill Staffing Gaps—But Privacy and Bias Risks Remain
With special education staffing shortages worsening, schools are using AI to draft IEPs, support training, and assist assessments. Experts warn the benefits come with major risks—privacy, bias, and trust.
Seth King, University of Iowa
In special education in the U.S., funding is scarce and personnel shortages are pervasive, leaving many school districts struggling to hire qualified and willing practitioners.
Amid these long-standing challenges, there is rising interest in using artificial intelligence tools to help close some of the gaps that districts currently face and lower labor costs.
Over 7 million children receive federally funded entitlements under the Individuals with Disabilities Education Act, which guarantees students access to instruction tailored to their unique physical and psychological needs, as well as legal processes that allow families to negotiate support. Special education involves a range of professionals, including rehabilitation specialists, speech-language pathologists and classroom teaching assistants. But these specialists are in short supply, despite the proven need for their services.
As an associate professor in special education who works with AI, I see its potential and its pitfalls. While AI systems may be able to reduce administrative burdens, deliver expert guidance and help overwhelmed professionals manage their caseloads, they can also present ethical challenges – ranging from machine bias to broader issues of trust in automated systems. They also risk amplifying existing problems with how special ed services are delivered.
Yet some in the field are opting to test out AI tools, rather than waiting for a perfect solution.
A faster IEP, but how individualized?
AI is already shaping special education planning, personnel preparation and assessment.
One example is the individualized education program, or IEP, the primary instrument for guiding which services a child receives. An IEP draws on a range of assessments and other data to describe a child’s strengths, determine their needs and set measurable goals. Every part of this process depends on trained professionals.
But persistent workforce shortages mean districts often struggle to complete assessments, update plans and integrate input from parents. Most districts develop IEPs using software that requires practitioners to choose from a generalized set of rote responses or options, leading to a level of standardization that can fail to meet a child’s true individual needs.
Preliminary research has shown that large language models such as ChatGPT can be adept at generating key special education documents such as IEPs by drawing on multiple data sources, including information from students and families. Chatbots that can quickly craft IEPs could potentially help special education practitioners better meet the needs of individual children and their families. Some professional organizations in special education have even encouraged educators to use AI for documents such as lesson plans.
Training and diagnosing disabilities
There is also potential for AI systems to help support professional training and development. My own work on personnel development combines several AI applications with virtual reality to enable practitioners to rehearse instructional routines before working directly with children. Here, AI can function as a practical extension of existing training models, offering repeated practice and structured support in ways that are difficult to sustain with limited personnel.
Some districts have begun using AI for assessments, which can involve a range of academic, cognitive and medical evaluations. AI applications that pair automatic speech recognition and language processing are now being employed in computer-mediated oral reading assessments to score tests of student reading ability.
Practitioners often struggle to make sense of the volume of data that schools collect. AI-driven machine learning tools also can help here, by identifying patterns that may not be immediately visible to educators for evaluation or instructional decision-making. Such support may be especially useful in diagnosing disabilities such as autism or learning disabilities, where masking, variable presentation and incomplete histories can make interpretation difficult. My ongoing research shows that current AI can make predictions based on data likely to be available in some districts.
Privacy and trust concerns
There are serious ethical – and practical – questions about these AI-supported interventions, ranging from risks to students’ privacy to machine bias and deeper issues tied to family trust. Some hinge on the question of whether or not AI systems can deliver services that truly comply with existing law.
The Individuals with Disabilities Education Act requires nondiscriminatory methods of evaluating disabilities to avoid inappropriately identifying students for services or neglecting to serve those who qualify. And the Family Educational Rights and Privacy Act explicitly protects students’ data privacy and the rights of parents to access and hold their children’s data.
What happens if an AI system uses biased data or methods to generate a recommendation for a child? What if a child’s data is misused or leaked by an AI system? Using AI systems to perform some of the functions described above puts families in a position where they are expected to put their faith not only in their school district and its special education personnel, but also in commercial AI systems, the inner workings of which are largely inscrutable.
These ethical qualms are hardly unique to special ed; many have been raised in other fields and addressed by early-adopters. For example, while automatic speech recognition, or ASR, systems have struggled to accurately assess accented English, many vendors now train their systems to accommodate specific ethnic and regional accents.
But ongoing research work suggests that some ASR systems are limited in their capacity to accommodate speech differences associated with disabilities, account for classroom noise, and distinguish between different voices. While these issues may be addressed through technical improvement in the future, they are consequential at present.
Embedded bias
At first glance, machine learning models might appear to improve on traditional clinical decision-making. Yet AI models must be trained on existing data, meaning their decisions may continue to reflect long-standing biases in how disabilities have been identified.
Indeed, research has shown that AI systems are routinely hobbled by biases within both training data and system design. AI models can also introduce new biases, either by missing subtle information revealed during in-person evaluations or by overrepresenting characteristics of groups included in the training data.
Such concerns, defenders might argue, are addressed by safeguards already embedded in federal law. Families have considerable latitude in what they agree to, and can opt for alternatives, provided they are aware they can direct the IEP process.
By a similar token, using AI tools to build IEPs or lessons may seem like an obvious improvement over underdeveloped or perfunctory plans. Yet true individualization would require feeding protected data into large language models, which could violate privacy regulations. And while AI applications can readily produce better-looking IEPs and other paperwork, this does not necessarily result in improved services.
Filling the gap
Indeed, it is not yet clear whether AI provides a standard of care equivalent to the high-quality, conventional treatment to which children with disabilities are entitled under federal law.
The Supreme Court in 2017 rejected the notion that the Individuals with Disabilities Education Act merely entitles students to trivial, “de minimis” progress, which weakens one of the primary rationales for pursuing AI – that it can meet a minimum standard of care and practice. And since AI really has not been empirically evaluated at scale, it has not been proved that it adequately meets the low bar of simply improving beyond the flawed status quo.
But this does not change the reality of limited resources. For better or worse, AI is already being used to fill the gap between what the law requires and what the system actually provides.
Seth King, Associate Profess of Special Education, University of Iowa
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Lifestyle
Beyond the Piggy Bank: How to Build Your Child’s Financial Future
Your Child’s Financial Future: When money is tight, saving for the future can feel out of reach. Rent, groceries and bills come first, but building something for your kids doesn’t have to start with your paycheck. For millions of families, there’s already money waiting.
Beyond the Piggy Bank: How to Build Your Child’s Financial Future
(Feature Impact) When money is tight, saving for the future can feel out of reach. Rent, groceries and bills come first, but building something for your kids doesn’t have to start with your paycheck. For millions of families, there’s already money waiting.
Michael and Susan Dell put $250 into the 530A (Trump) Accounts of 25 million children across the United States. Children born between 2016-2024 who live in eligible ZIP codes received the money. Families didn’t have to apply, and they don’t have to pay anything back.
“Every American child now has their own investment account,” said Matt Lira, executive director at Invest America, a nonprofit that helps families understand investing. “It’s in your child’s name, it’s built to grow and it’s theirs from the very start. That’s a real stake in America’s future. Claiming it takes a few minutes, and your child begins life as an owner.”
U.S. children under 18 with valid Social Security numbers already have accounts in their names, and any money in it is invested so it can grow over time. You just need to claim it. Download the official app, available on iOS or Android, or go to the official website then sign in as a parent or guardian to access your child’s account. You can choose to add money if you want, but it’s not required. Claiming the account also lets friends, family, employers and others contribute.
“Parents and grandparents, please claim your child’s account,” said Susan Dell, co-founder of the Michael & Susan Dell Foundation. “These accounts are ready. They’re waiting for you, and they have money in them. Claim your child’s account and start adding money to their account and preparing a wonderful future for them.”
Money Lessons That Don’t Cost a Thing
Claiming the account is the first step. Helping your child understand it is the next. When kids know they own something that can grow, money lessons stop feeling abstract. These everyday habits can help them make the most of it:
- Let them see how you make choices. You probably already compare prices, stretch a grocery budget and decide what can wait. Talk through those choices out loud. When kids hear why you picked the store brand or skipped something this week, they can learn how to tell needs from wants.
- Give them a little to manage. Birthday money, a few dollars for chores or earnings from mowing lawns or babysitting are all chances to practice. Let kids decide how much to spend and how much to save then talk about how it went.
- Explain saving vs. investing. Saving is putting money aside for something you want soon, like a bike. Investing is letting money grow over many years. For example, 530A (Trump) Accounts are a real-life example of investing that kids can check a few times a month to see how money grows.
- Talk about what they dream of.Ask your kids what they want someday, like a car, college, a trade, their own business or a home. Knowing they have money saved or invested can help them dream bigger, because those goals start to feel possible instead of out of reach.
Small Amounts Still Count
If you’re ever able to add something to an investment account, even a few dollars now and then, it has years to grow. Relatives can help, too. A small amount on a birthday or holiday adds up over a childhood. However, if adding money isn’t possible right now, that’s OK.
“In America, small beginnings can become extraordinary things,” Michael Dell said. “When we invest in children’s futures, we invest in America’s future. We are so excited to see what they build.”
Claim your child’s account today through the official app or at TrumpAccounts.gov.
Common Questions About 530A (Trump) Accounts
What is a 530A (Trump) Account?
It’s a free investment account for U.S. children under 18 powered by the U.S. Treasury. It’s in your child’s name. The money in the account is invested in hundreds of America’s biggest companies at once, so it has the chance to grow over time without you having to pick anything. The account also has tax benefits. The money can grow for years without being taxed along the way, which helps it grow faster.
Does my child have one?
U.S. children under 18 with valid Social Security numbers were signed up automatically, and nearly 70 million children already have accounts. You just need to claim your child’s account to track its value over time and help it grow. You just need to claim your child’s account to track its value over time and help it grow.
How do I claim it?
Download the official app on your smartphone or visit the official website. You’ll confirm some information and claim the account. It only takes a few minutes, and it’s free.
Do I have to put money in?
No. Adding money is always possible, but claiming an account allows other people to contribute, even if you don’t.
Can other people add money?
Yes. Parents, grandparents, other family members, friends and even employers can add money. The total limit is $5,000 per child per year. Other government or charity programs may add money in the future, too.
How were children chosen for the $250 from Michael and Susan Dell?
Families did not apply, and children were not picked one by one. The foundation started with the lowest-income ZIP codes, based on U.S. Census data, and kept adding ZIP codes until it reached 25 million children. Learn more about eligibility at investamerica.org/dell.
My ZIP code wasn’t included. Does my child still have an account?
All U.S. children with a Social Security number have an account. The ZIP codes only decided who got the extra $250.
When can my child use the money?
At 18, your child can decide what to do with it. They can keep it growing for retirement or use it for things like school or buying a first home.
Photos courtesy of Shutterstock
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Michael and Susan Dell Foundation
Entertainment
Bring History to Life with Experiences That Feel Real
Bring History to Life: Reading books and watching documentaries can be good ways to learn about history, but there’s something particularly meaningful about immersive experiences that allow you to step inside the stories that shaped the world.
Bring History to Life with Experiences That Feel Real
(Feature Impact) Reading books and watching documentaries can be good ways to learn about history, but there’s something particularly meaningful about immersive experiences that allow you to step inside the stories that shaped the world.
During a visit to the U-505 Submarine exhibit at the Griffin Museum of Science and Industry (Griffin MSI), guests can literally step inside a historic German U-boat captured during World War II. In 1944, the U.S. Navy underwent a top-secret mission to disarm and take over one of the German submarines that wreaked havoc on the high seas, attacking not just military vessels but merchant ships and supply ships as well.
Watch this video to see more:
“The mission was a dangerous one, as U-boat captains were under strict orders to sink their own subs if they were in danger of capture,” said Dr. Voula Saridakis, head curator at Griffin MSI, “but the U.S. Navy managed to take over the vessel and keep it afloat long enough to reach American shores. There, they studied it to gather German military secrets and other intelligence items, like the codebreaking Enigma Machine now on display at Griffin MSI.”
As you tour the submarine, you’ll experience firsthand what life was really like on board. Climb through the hatch, picture yourself bunking for the night in the cramped sleeping quarters, take a turn trying to maneuver the submarine while dodging torpedoes and imagine the bravery of the American soldiers who risked themselves on a perilous mission to capture the vessel and help turn the tide of the war.
There are many important lessons to glean from history, and they’re often easier to understand when presented in a tangible way. Planning visits to museum exhibits and historical sites allows you to stand where others have stood, see what they’ve seen and connect your human experience with theirs. Parents, children, educators, students and people of all ages can find something to inspire them in these stories.
Learn more about bringing history and science to life at GriffinMSI.org.
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Griffin Museum of Science and Industry
child education
Preparing the Next Generation for Economic Mobility in an AI-Driven World
AI-Driven World: Within only a few years, AI has already changed many things about the world and workforce. Entry-level jobs, particularly the ones relying on routine and predictable tasks, are increasingly disappearing to automation, leaving young people wondering how to launch their careers and futures. To learn what preparing students for the future may look like in practice, consider these tips.
Preparing the Next Generation for Economic Mobility in an AI-Driven World
(Feature Impact) Within only a few years, AI has already changed many things about the world and workforce. Entry-level jobs, particularly the ones relying on routine and predictable tasks, are increasingly disappearing to automation, leaving young people wondering how to launch their careers and futures.
Access to economic mobility – the ability to change your income or wealth – doesn’t just rely on technical knowledge and skills but on leaning into humanity. Being able to think outside the box, collaborate, solve problems and grow as a person can open doors in life and at work. AI may be changing the world, but in change lies opportunity. The students who can adapt quickly are more likely to prosper as the economy continues to reshape itself.
To learn what preparing students for the future may look like in practice, consider these tips from the economic and career experts at Junior Achievement.
Build the Kinds of Skills AI Can’t Replace
Young people facing AI as their competition can get a boost from cultivating the uniquely human skills technology can’t replicate. Educators, parents and other adults in kids’ lives can help them develop increasingly important soft skills like critical thinking, communication, teamwork and leadership, which can translate to many different careers. Hands-on skills can fit into this category as well, like the kinds required in entrepreneurship and the trades.
Provide Real-World Experiences
When young people have the chance to test themselves in a real-world setting, it lets them hone their interests, skills and confidence before the time comes to make major decisions about their futures. As early as elementary school, experiential learning activities like Junior Achievement’s Biztown allow students to operate businesses, work with others, manage finances and solve problems, combining in-class learning with hands-on simulations. As kids grow up, other options can include job shadowing, internships and entrepreneurship experiments – all ways to build durable social and professional skills that can help them succeed.
Teach Foundational Financial Literacy
Earning money is only part of the equation for a healthy financial future; equally important is understanding how to manage it. As kids prepare to earn their first sources of income, make sure they’re also equipped with practical financial skills like budgeting, saving, investing, using credit wisely and planning for future goals. Giving them these tools early helps them make informed decisions about their long-term economic advancement.
Connect Students with Employers and Opportunities
Sometimes, all a student needs to succeed is someone who’s willing to give them a chance. Young people in a position to meet business professionals in (and beyond) their communities may be able to turn those connections into future opportunities. This can happen naturally as they seek real-world experiences through apprenticeships, mentorship programs, career fairs and more.
Programs like Junior Achievement’s 3DE puts students in authentic business challenges, connecting them with educators, business partners and volunteers as they work in teams to complete case experiences. This not only gives young people the opportunity to meet potential employers or mentors, it also lets them demonstrate critical thinking, social skills and real-world competence.
Visit jausa.ja.org for more ideas to help young people gain the confidence and connections needed to achieve economic mobility in a changing world.
Photo courtesy of Shutterstock
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