Listen and learn: Panel 
Recorded Session
This panel is a collective of connected, albeit individual, voices and perspectives that can speak to the work that combines AI and special education. From policy to practice to parenting, these presenters have unique perspectives that will add value to the overall conversation.
Specifically, the panel would function as a high-impact intellectual forum, bringing together experts, educators, and policymakers to catalyze actionable strategies and ethical guidelines for AI's role in special education. It would essentially serve as an incubator for informed, multidisciplinary dialogue to drive use improvements and positive student outcomes for AI.
Reports from other conversations have been used to outline six focus areas for this panel. These include:
Clarification and Demystification: To elucidate the operational mechanics of AI in educational settings, addressing the "how" and "who" questions that often pervade the discourse. This would serve as a foundational bedrock for educators unfamiliar with AI paradigms.
Professional Development and Skill Enhancement: To discuss the requisite professional development modules and training educators must undergo to integrate AI into special education pedagogies effectively.
Equity, Accessibility, and Inclusion: To probe the ethics of AI, focusing on ensuring that AI technologies are equitable and accessible to all students, especially those with disabilities. This also aligns with regulatory compliance like FERPA.
Practical Applications and Case Studies: To share real-world implementations of AI in special education, from automated IEP goal-setting to assistive technologies like image and audio descriptions.
Policy and Governance: To deliberate on the need for comprehensive policy frameworks that govern AI's ethical and responsible use in educational contexts, highlighting data privacy and student confidentiality.
Future Outlook: To forecast how AI could reshape the educational landscape, particularly in assessment methodologies, teacher quality, and individualized educational programs.
I. Introduction to panelists
2. Question 1: What has been your most important lesson regarding AI regarding special education?
3. Question 2: Thinking about the current and emerging research on AI and special education, what is the most prominent finding you want to be sure others are aware of?
4. Question 3: Considering the working groups that each of you participate in, where do you see the conversation in special education turning in the next year?
5. Question 4: What use points would you want all parents to understand?
6. Question 5: What use points would you want all developers to understand?
7. Question 6: What use points would you want all educators to understand?
8. Moving forward, what questions about AI inclusion and equity will you answer next?
9. Open discussion and Q&A with the audience
Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023). The Future of Artificial Intelligence in Special Education Technology. Journal of Special Education Technology. https://doi.org/10.1177_01626434231165977
Basham J. D., Blackorby J., Marino M. T. (2020a). Opportunity in crisis: The role of Universal Design for Learning in educational redesign. Learning Disabilities: A Contemporary Journal, 18(1), 71–91. https://eric.ed.gov/?id=EJ1264277
Britten, J. (2017). 4 Myths and 4 Truths of the Empowered Learner. ISTE Blog.
https://www.iste.org/explore/ISTE-Standards-in-Action/4-myths-%28and-4-truths%29-about-empowered-learners
Britten, J. (2017). Getting to the Heart of the Empowered Learner. https://www.iste.org/explore/ISTE-blog/Getting-at-the-heart-of-the-empowered-learner
Britten, J. with others (2018). EdTEch in K12 Classrooms. ISTE: Arlington, VA.
Britten, J. with others (2016, 2021). Digital learning pathways for ISTE student standards. ISTE: Arlington, VA.
Britten, J. (2021). Superintendents Roadmap: Communicating effectively about educational initiatives in digital learning. ELAN: Indianapolis, IN.
Britten, J. (2023) Codesign toolkit. Team4Tech: Menlo Park, CA.
Britten, J. and Cocharan, T. (2023). AI Conventing at the OSEP Project Director’s Conference. CAST: Boston.
Edyburn D. L. (2006). Cognitive prostheses for students with mild disabilities: Is this what assistive technology looks like? Journal of Special Education Technology, 21(4), 62–65. https://doi.org/10.1177/016264340602100408
Office of Education Technology (2023). Artificial Intelligence and the Future of Teaching and Learning Insights and Recommendations. U.S. Department of Education.
National Science and Technology Council. (2022). Supplement to the President’s FY2022 Budget. Office of science and technology policy. Author. https://www.nitrd.gov/pubs/FY2023-NITRD-NAIIO-Supplement.pdf
Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J.M., Milligan, S., Selwyn, B. & Gašević,D. (2022). Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence, 3. https://doi.org/10.1016/j.caeai.2022.100075
White House Office of Science and Technology Policy (2022). The white House. [cited 2022 December 29]. Available from: https://www.whitehouse.gov/ostp/news-updates/2022/10/04/factsheet-biden-harris-administration-announces-key-actions-to-advance-tech-accountability-andprotect-the-rights-of-the-american-public/
Return
Trips and Tours