Table 1
priate, teachers should continuously monitor progress to gauge if the strategy is working, needs adjustment, or if the student is ready to move on. Students benefit from continued practice to improve their writing skills. Thus, in addition to progress-monitoring activi- ties and targeted small-group or one-on-one interventions with teachers, students need opportunities to practice their writ- ing skills. In addition to formative and summative assessment data, No Red Ink provides comprehensive, scaffolded support throughout the writing process. Students receive personalized lessons and extra practice in key skills, such as identifying claims and restructuring sentences. Since the content automatically adjusts and provides supports as needed, students get the exact challenge and targeted practice they need, when they need it. MOVING FORWARD: USING AI INTENTIONALLY TO SUPPORT WRITING Writing is a foundational academic skill, yet it remains one of the most complex and demanding tasks students are asked to perform in school, especially for students with disabilities (Gra- ham et al., 2017). As outlined throughout this article, students with disabilities often encounter barriers at multiple points in the writing process, from accessing background knowledge and generating ideas to organizing thoughts, drafting text, and re- vising their work. When these barriers go unaddressed, assign- ments often measure a student's disability rather than their un- derstanding or learning. As educators consider next steps, the most effective use of AI begins with the writing process itself. Rather than starting with a “cool” AI tool and searching for a use, teachers are encouraged, first, to identify where students struggle. It might begin by ask- ing and answering questions like, "Do students have difficulty understanding source material?" Generating ideas? Organizing information? Sustaining writing during drafting? Revising and editing independently? By using formative assessments and IEP goals as a roadmap to answer these questions, AI selection be- comes an intentional pedagogical choice, allowing teachers to target the specific barriers hindering a student’s progress. Table 1 provides a reference list for teachers considering integrating AI-supported tools into their writing instruction.
Practical Next Steps for Classroom Teachers To begin or refine the use of AI-supported tools for writing, educators may consid- er the following steps: 1. Start with student needs, not tools. Use writing data, IEP goals, and classroom observations to determine which stage of the writing process presents the most significant barrier for students. 2. Align tools to the writing process. Select AI tools that support specific phases such as activating background knowl- edge, brainstorming and planning, drafting, revising, or providing feedback, rath- er than tools that attempt to do everything at once. 3. Integrate AI as part of instruction. Model tool use, establish clear expectations, and embed AI supports within les- sons, small-group instruction, or interventions, rather than assigning them as independent or unsupervised tasks. 4. Monitor progress and adjust supports. Use student writing samples and AI-generated feedback to inform instructional decisions, adjust supports, and determine whether students are making progress toward writing goals. 5. Maintain high expectations. AI tools should reduce barriers, not lower standards. When used effectively, they allow students to focus on higher-level thinking, communication, and engage- ment in the writing process. CONCLUSION Writing will continue to play a central role in how students demonstrate learning across content areas. For students with disabilities, meaningful access to writing requires intention- al instructional design, appropriate supports, and ongoing progress monitoring. AI-supported tools, when used responsi- bly and thoughtfully, offer powerful opportunities to address long-standing barriers to writing while honoring the teacher's role as the instructional decision-maker. Rather than viewing AI as a threat to writing instruction, educators are encouraged to view it as a resource that builds upon decades of AT innovations, aligns with IEP goals and MTSS frameworks, and supports students at the points where they struggle most. When AI is aligned with the writing process and grounded in effective instruction, it not only supports students with disabilities but also offers a means towards more inclusive, engaging, and effective writing instruction for all learners. REFERENCES Bakken, R., Næss, K., Garrels, V., & Hagen, Å. (2022). Single- case writing interventions for students with disorders of intellectual development: A systematic review and meta- analysis. Education Sciences, 12(10), 687. https://doi.
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