technology and further dismantle barriers for struggling writers. Rather than representing a sudden or radical shift, generative AI should be viewed as an extension of the same goal that has guided AT use for decades: to provide students with meaningful access to learning and opportunities to express what they know. Despite growing interest, many educators continue to ap- proach AI with understandable caution, especially in writing in- struction. Concerns about students using AI to generate entire essays, bypass the writing process, or undermine the develop- ment of critical thinking skills are common and valid. Writing has long been viewed as a core academic skill, and teachers rightly worry about tools that could short-circuit the effort, persistence, and problem-solving that writing requires. At the same time, focusing exclusively on the risk of misuse can limit an equally important reality, that many students, in- cluding those with disabilities, already face significant barriers that prevent them from fully engaging in the writing process. When used intentionally, AI-supported tools can help remove these barriers without replacing instruction or diminishing ex- pectations. Just as earlier AT tools allowed students to bypass mechanical challenges while still engaging in meaningful writ- ing, newer AI tools can support planning, language generation, organization, and revision in ways that keep students actively involved in their work. It is vital to appreciate that these supports are not limited to students with identified disabilities. When thoughtfully integrat- ed into instruction, AI tools can benefit a wide range of learners by providing scaffolds, feedback, and multiple entry points into writing tasks. The instructional challenge, then, is not whether AI should be used, but how it can be used responsibly. This would include clear expectations, guided practice, and teacher over- sight to support learning rather than replace it. When framed this way, AI becomes less about cheating and more about ac- cess, engagement, and supporting students in becoming more capable and confident writers. A brief note on the ethical and responsible use of AI in educa- tion is warranted. As with any educational technology, teachers should review their district's technology guidelines and each tool's privacy and use policies before classroom implementa- tion. The tools and examples highlighted in this article are de- signed to support instruction through intentional teacher guid- ance and student-teacher interaction. AI tools cannot replace instruction; they are at their best when paired with active teach- ing, providing a scaffold for learning rather than a substitute for it. ALIGNING AI-SUPPORTED TOOLS WITH WRITING INSTRUCTION DECISION-MAKING Given the complexity of writing and the diverse needs of students with disabilities, effective writing instruction requires more than a single strategy or tool. For many students, writing difficulties are directly connected to IEP-identified needs such as
language development, written expression, executive function- ing, or access to grade-level content. Addressing these needs requires specially designed instruction (SDI) that intentionally targets barriers within the writing process while maintaining high expectations for student learning. The remainder of this article is organized around the stages of the writing process commonly used in classroom instruction and reflected in IEP goals, instructional planning, and MTSS frameworks. Students may experience breakdowns at different points in this process, including when activating background knowledge, generating ideas, organizing information, drafting text, or revising and editing their work. By aligning AI-supported tools to specific stages of writing, classroom teachers can more precisely match supports to student needs rather than relying on broad, one-size-fits-all accommodations. Within each of the following sections, examples are provided to illustrate how AI-supported tools can function as part of SDI, Tier 2 or Tier 3 interventions, or universally designed classroom supports. These tools are presented as ways to reduce barriers related to the writing process, including language, organization, transcription, and self-monitoring, allowing students to demon- strate their knowledge and skills. When used intentionally, AI-supported tools can help student progress toward IEP goals, inform instructional decisions through formative feedback, and increase student engagement in writing tasks across instruc- tional settings. This article does not seek to argue that AI is a replacement for instruction or assessment. Instead, it reinforces the teacher's role in selecting, modeling, and monitoring tools based on student data and instructional goals. By embedding AI supports into the writing process, educators can better align technology use with evidence-based writing practices, MTSS problem-solving, and ongoing progress monitoring, ensuring supports remain re- sponsive, purposeful, and instructionally sound. ACTIVATING BACKGROUND KNOWLEDGE Starting as early as fourth grade, there is a shift from learning to writing to writing to learn. Students frequently draw on class materials or their own research to formulate arguments and document their work. Oftentimes, literary analyses and other writing tasks require students to cite source texts. There lies an- other challenge for many struggling writers. Because struggling writers are often struggling readers (Bone & Bouck, 2017), the decoding and comprehension skills required to activate back- ground knowledge add another level of complexity and chal- lenge. For teachers, AI tools enable them to present the same material in multiple formats and at various levels. For students, these tools provide independence and empower them as learn- ers. Content area writing requires the use of textual evidence. Diffit (https://web.diffit.me/), for instance, repurposes and auto- matically differentiates YouTube videos, PDFs, and more. Teach-
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