In recent discussions regarding the intersection of technology and education, a notable focus has shifted towards the potential of generative artificial intelligence (AI) in transforming learning processes, particularly for students with learning disabilities. Matthew Marino, a professor at the University of Central Florida and an expert in special education technology, articulates the possibilities that generative AI holds for enhancing educational experiences.
AI is poised to “open a whole new front for education,” according to Marino. His excitement is echoed by findings from a survey conducted by the Special Olympics Global Center for Inclusion in Education, which reveal that a significant majority of parents and educators believe AI can foster a more accessible, inclusive, and personalised learning environment. However, concerns have emerged regarding AI's capacity to reduce human interaction and the risk of some educational institutions falling behind in implementation.
Despite the optimism, Marino cautions against the indiscriminate use of AI in educational settings. He points out that existing datasets often reflect the experiences of neurotypical students and lack sufficient representation of those with disabilities. This can lead to generative AI technologies that may not be adequately adapted to the needs of special education students. Marino emphasises the necessity for more comprehensive data and understanding before fully integrating AI tools into instructional practices, particularly those that cater to students with disabilities.
In an interview with Education Week, Marino explained that the remarkable capabilities of AI can empower students. For example, instead of struggling to compose a paragraph, students with disabilities can input prompts into AI systems, allowing them to focus on refining their ideas rather than the mechanical challenges of writing. He provides an illustration of a student with muscular dystrophy, who due to physical limitations, benefits significantly from using AI to express thoughts and organise information effectively.
Marino discusses the common challenge where students find it difficult to translate knowledge acquired in one context into written assignments. He argues that generative AI could potentially alleviate this hurdle, enabling students to produce structured text and reflect on it, while employing problem-solving techniques consistent with scientific inquiry.
Presently, research on the application of generative AI in special education is sparse. Marino points out that the rapid development in AI technology complicates the research landscape, with new software emerging regularly. Existing studies largely consist of exploratory case studies rather than robust experimental designs, as traditional research methodologies often lag behind the pace of technological advances.
Addressing the skepticism some educators may have regarding AI, Marino maintains a strong sense of optimism. He recalls an instance where he utilised AI to generate a graphic organiser comparing plant and animal cells, significantly reducing the time needed to produce an educational resource. He highlights that this time-saving attribute extends to various educational tasks, including assessment-related activities, where AI can analyse large data sets swiftly, transforming a multi-month process into just a few days.
Marino stresses that AI should never be perceived as a substitute for adept teaching or as a tool to diminish student effort. Rather, it is meant to support the development of vital skills like executive functioning, aiding students in planning, organisation, and reminders.
For special education instructors contemplating the integration of AI into their routines, Marino suggests a strategic approach. He encourages educators to assess the potential benefits and limitations of AI for their specific students and to establish a structured implementation plan to track improvements in student performance over time. By fostering an environment where AI is consistently utilised, educators might unlock significant potential for enhanced learning outcomes in special education settings.
Source: Noah Wire Services