Developing Quality IEP Goals in the Age of Artificial Intelligence

Special education teachers have benefited from using a variety of available technologies in their practice (S. E. Anderson & Putnam, 2020). Technologies have significantly enhanced the capabilities of these educators, enabling them to better support the diverse needs of their students and create more inclusive learning environments (Courduff et al., 2016). Technologies have also supported special educators via online learning platforms and educational software that provide teachers with a wide range of resources and instructional materials that can be tailored to meet the individual needs of each student through presentation of engaging content, alternate ways to represent curriculum, and differentiated instruction (Ciampa, 2017; Courduff et al., 2016). Additionally, technologies provide teachers with the ability to collect and analyze data on student performance, which can inform individualized instruction and identify needed supports (Mandinach, 2012). As such, special educators readily use technology throughout their day across varied tasks and responsibilities in their service delivery, frequently capitalizing on and incorporating multiple technologies and digital media as part of their instruction of today’s digitally adept group of learners (Kennedy et al., 2011).