father knew the word, most paraeducators present did not. Using AI again, we generated synonyms for macabre, and the student selected one that more precisely reflected her intended meaning. This process resulted in a richer, more accurate sentence than the binary “like/dislike” prompts she typically received.
paragraph with a topic sentence and three supporting details, then AI tools for topic generation, vocabulary expansion, or sentence organization can be used to increase rate, accuracy, and the ability to produce a fluid written paragraph. The key is matching the tool to the skill being taught and measured so that the technology scaffolds access without replacing the targeted learning outcome. AT Consideration: Julieta requires the use of her AAC device with embedded AI writing tools to meaningfully and independently participate in written expression activities. Due to her reliance on eye gaze for access, generating written content through spelling and single-word selection is extremely fatiguing and time-consuming, making paragraph-level writing inaccessible without support. As a result, the team has often defaulted to using yes/no questions, which shifts the burden of idea generation to the paraeducator and limits JEN’s responses to the adult’s existing knowledge and assumptions. This approach restricts JEN’s ability to express original ideas, demonstrate her understanding, and engage in authentic writing tasks. The embedded AI tools within her AAC system are essential for co- constructing text, reducing motor and cognitive fatigue, and promoting autonomy and creativity in written expression.
Student is thinking of different vocabulary.
Importantly, the focus was not on spelling, punctuation, or grammar, but on her ability to express three main ideas about Poe’s writing, precisely as the assignment required. This was the first time her written work truly reflected her own voice, supported by tools that expanded her vocabulary beyond what was programmed into her device or known by her support staff. What we are teaching and then measuring determines the tool we choose. If the goal is to measure spelling grade-level words, then features like word prediction are not used. If the goal is to demonstrate basic sentence construction—such as subject-verb-predicate—AI will not be used to generate that structure. However, if the goal is for the student to produce a
Graph of components of including AT/AAC in the IEP
Students in general education classrooms often complete similar assignments at home with access to Google and AI- assisted writing tools. Denying equivalent access to a student with complex access needs creates an inequity, restricting not only efficiency but the richness of thought and expression possible in her work.
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