Students with Disabilities

Ohio’s AI in Education Strategy: Guidance on Special Education, including Evaluation Team Reports and Individualized Education Programs

This page provides guidance on the responsible use of artificial intelligence (AI) in the development, implementation, and documentation of special education services. This guidance is aligned to Ohio’s AI in Education Coalition: AI Strategy while ensuring compliance with IDEA, FERPA, and ethical standards that protect the rights of students with disabilities. AI can serve as a valuable starting point for generating ideas; however, it has limitations in addressing the unique and complex needs of individual students.

Knowledge and Skills

Ohio’s AI in Education Coalition identified several essential knowledge and skills for preparing students to thrive in an AI-enhanced world. Of those, the following are particularly relevant to special education services:

  • Foundational AI literacy: All Individualized Education Program (IEP) team members, including families, should understand AI’s capabilities and limitations, especially how it can assist but not replace professional expertise.
  • AI integration awareness: Team members should be informed about how AI tools are used with special education-related documents and data and understand the potential implications of using these tools in decision-making.
  • Data literacy: Using AI for visualization of data or evaluation and progress-monitoring requires oversight to ensure data integrity, privacy, and alignment with the child’s individualized needs.
  • Communication and collaboration: Strong collaboration among IEP team members ensures AI-generated insights are used ethically and effectively.

Policy Considerations

The AI In Education Model Policy discusses the importance of implementing tools in alignment to district priorities and evaluating accordingly. Districts and schools should review other relevant existing policies, such as special education policies, in addition to adopting the AI use policy, for considerations such as:  

  • Clearly defined uses of AI related to generating special education documents including Evaluation Team Reports (ETRs), IEPs, Prior Written Notices, and progress reports
  • Standards for maintaining privacy and personally identifiable information related to special education documentation
  • Ethical use of AI in ensuring the intent of IDEA is maintained (individualized educational programming based on student needs)
  • Consideration of the impact on IEP goals, objectives, and progress monitoring

Considerations of possible AI use with Evaluation Team Reports and Individualized Education Programs

Evaluation Team Reports

After assessment and summary information is documented, the description of educational needs and implications for instruction and progress monitoring may be a place where AI can support the generation of descriptions of progress monitoring and supports or services.

Individualized Education Programs

Developing and implementing an IEP can be a complex and time-intensive process that demands careful attention to detail.2 Some specific ways that AI can assist during the development phase include:   

  • Generating initial drafts and reducing paperwork, which assists educators in automating monotonous tasks and streamlining the IEP development process1 
  • Summarizing multiple team members’ statements of present levels into one comprehensive present level and structuring data efficiently2 
  • Developing clear and measurable annual IEP goals by analyzing present levels of academic achievement and functional performance
  • Identifying courses of study and learning activities that match student interests and post-secondary goals
  • Generating ideas for specially designed instruction, modifications, and accommodations (with professional validation)
  • Producing suggestions for nonacademic and extracurricular activities that best meet the unique needs of each child
  • Improving grammar, syntax, and document focus
  • Ensuring all required components are included, which supports compliance with state and federal regulations2 
AI can also be useful once the IEP has been developed (such as during IEP implementation). For example: 
  • Generating simplified visual data summaries such as charts and graphs, making it easier for teams and families to understand progress and engage in meaningful discussions about student needs and outcomes3 
  • Enabling educators to organize progress monitoring data by analyzing assessment data and behavioral observations, which helps identify student learning trends, address student needs, and refine instructional strategies3 
  • Along with the OCALI assistive technology decision-making tool, AI may be of benefit in considerations for other suggested uses for assistive technology.
  • Helping educators determine which evidence-based interventions and assistive technologies are available that align to students’ unique needs3 
  • Translating special education/education professional terminology materials into clear, family-friendly phrasing and into multiple languages, enhancing communication between families and educators and promoting meaningful family engagement in AI-supported processes3 
  • Transcribing meeting notes to ensure accurate documentation, allowing team members to stay focused on meeting topics and collaborate more effectively1 

Considerations for technology platforms

IEP teams have access to a growing array of AI tools to help with writing and managing IEPs.1 Specialized platforms are designed to support educators by generating goals, accommodations, and instructional materials that are tailored to student needs. These tools can also help track progress and suggest strategies based on classroom data.1 As part of the district or school approval process, educators should rigorously review their strengths and weaknesses.  

Families should be informed when AI tools are used to assist in developing ETRs and IEPs or related documents. Transparency builds trust and reinforces that final decisions are always made collaboratively by the IEP team.

Resources

Citations

  1. Using AI to Save Time and Reduce the Workload When Writing IEPs. (n.d.). Edutopia. https://www.edutopia.org/article/using-ai-write-ieps-help-educators-reduce-workload/ 
  2. Nash, D. (2024, April 3). The Use of Artificial Intelligence in Meeting Legal Requirements for Educating Students with Disabilities. NJPSA and FEA. https://njpsa.org/the-use-artificial-intelligence-in-meeting-legal-requirements-for-educating-students-with-disabilities/ 
  3. Letizia, S. (2024, October 21). The Role of AI in Special Education. GoSolutions. https://www.gosolutions.com/resources/the-role-of-ai-in-special-education/ 

Last Modified: 12/30/2025 12:27:19 PM