BEYOND IEP WRITING: EXPANDING KAIIT APPLICATIONS
3. BREAK IEPS INTO SECTIONS—NEVER REQUEST COMPLETE DOCUMENTS Asking AI to generate an entire IEP at once increases error risk and reduces your control. Sequential section requests maintain quality and oversight. 4. FOLLOW DISTRICT PRIVACY AND SECURITY REQUIREMENTS When uncertain about policies, err toward caution. Anonymize data, adjust platform settings, and communicate with adminis- trators, IT and Student Services about your process. 5. READ EVERY LINE BEFORE SUBMISSION AI accelerates writing but doesn’t reduce your responsibility. Review everything with the same care you’d apply to manually written content. ADDRESSING COMMON CONCERNS “WON’T THIS MAKE IEPS GENERIC?” The opposite often occurs. Because teachers have more time and mental energy, they can add personalized details, specific examples, and nuanced observations that make IEPs more in- dividualized, not less. The bulk of the individual data has been compiled by the AI. You are the cherry on top. “WHAT ABOUT STUDENTS WITH COMPLEX NEEDS?” KAIIT works equally well for students with intensive support requirements. The key is providing comprehensive data: behav- ioral plans, medical information, communication assessments, sensory profiles, and detailed progress monitoring. More data produces better, more tailored output. “DOES THIS VIOLATE THE SPECIAL EDUCATION SPIRIT?” KAIIT enhances special education’s core mission by freeing professionals to focus on students rather than paperwork. The spirit of special education lies in individualized support and family partnership - neither of which requires teachers to man- ually type nearly repetitive paragraphs. “WHAT IF MY DISTRICT PROHIBITS AI?” Start conversations with administrators. Share this article. Propose pilot programs with clear privacy protocols. Many dis- tricts have legitimate concerns about consumer AI platforms but may approve education-specific versions with appropriate contracts. Advocate for tools that support retention and reduce burnout in our profession. Keep your eyes open as AI changes continually. What may be considered insecure now, may be ac- ceptable tomorrow.
During the conference, participants asked whether KAIIT could assist with other tasks. The answer is yes, though I’m still developing some applications: IEP Snapshots: I load completed IEPs at the school year’s start and ask AI to create one-page summaries for general educa- tion teachers. This formerly time-consuming task now takes minutes. Even better: as one participant brilliantly suggested, students themselves could create their own snapshots as a self- advocacy exercise with AI. Progress Monitoring Forms: AI can generate customized data collection tools based on IEP goals, creating consistent tracking systems across caseloads. Parent Communication: AI helps draft meeting summaries, progress letters, and follow-up emails in professional language while maintaining personal warmth. The underlying principle remains constant: provide quality data, ask specific questions, and edit output with professional judgment. THE FUTURE OF AI IN SPECIAL EDUCATION I’m not naive about potential risks. AI can perpetuate biases presented in training data. It can produce plausible-sounding nonsense; however, it can’t replace human wisdom, empathy, or ethical decision-making. But let’s also recognize that burnout is a genuine risk to our field. Special educators leaving the profession create risks for students. Classrooms without qualified teachers pose risks to vulnerable populations. If an ethical, teacher-controlled AI pro- tocol helps dedicated professionals remain in work they love longer, that future is worth building carefully and intentionally. RECLAIMING WHAT BROUGHT US HERE When I began experimenting with AI last spring, my only goal was survival. What I discovered was transformation. Today, I no longer count days until retirement. I’m back to counting students, celebrating victories, and cherishing con- nections. AI didn’t restore my love of teaching—my students did that, especially those in my “FUN”ctional math class. AI sim- ply cleared enough space in my overwhelmed schedule to see students clearly again. If KAIIT can accomplish that for one burned-out teacher, it can help many others. I hope this article provides a starting point, a replicable structure, and permission to explore a tool that—used wisely and ethically—can lift the heaviest burden special educators carry. Our students deserve our best work. So do we.
February / March, 2026 | https://www.closingthegap.com/benefits-of-membership/ 47 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved.
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