From Policy to Practice: Collaboration, Inclusivity, and Integration of AI in Special Education

Abstract

Special education is undergoing rapid change, as hyperspecialization and increasingly challenging needs are transforming the knowledge base and practices. School systems are implementing artificial intelligence (AI) policies, but most classrooms lack effective procedures, with a shortage of knowledge, competence, and willingness. The chapter starts with a qualitative synthesis of all known state and national policies in the USA to present an omnibus framework that results in the development of the ALERTS model: Adaptive and innovative, Learning and teaching, Ethics and access, Research cyle, Truth and accuracy, and Sustainability. The ALERTS framework considers AI implementation by stakeholder involvement and timing by planning, acting, and evaluating. The Contextual AI Roles (CAIR) model is presented as a model for implementing in special education at the three roles identified in the ALERTS framework. Specific recommendations for operationalizing the model framework suggest deciding roles of persons and AI, with solutions and possible problems. Inclusivity and maximizing outcomes are drivers in using AI in special education.