Enhancing IEP Design in Inclusive Primary Settings Through ChatGPT: A Mixed-Methods Study with Special Educators
שמור ב:
| הוצא לאור ב: | Education Sciences vol. 15, no. 8 (2025), p. 1065-1080 |
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| מחבר ראשי: | |
| מחברים אחרים: | |
| יצא לאור: |
MDPI AG
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| נושאים: | |
| גישה מקוונת: | Citation/Abstract Full Text Full Text - PDF |
| תגים: |
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MARC
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| 024 | 7 | |a 10.3390/educsci15081065 |2 doi | |
| 035 | |a 3244010776 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Stergiani, Giaouri |u Department of Early Childhood Education, School of Social Sciences and Humanities, University of Western Macedonia, 53100 Florina, Greece | |
| 245 | 1 | |a Enhancing IEP Design in Inclusive Primary Settings Through ChatGPT: A Mixed-Methods Study with Special Educators | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a The integration of Artificial Intelligence (AI) in education has raised important questions about its role in supporting inclusive practices, particularly in special education. This qualitative-dominant study with quantitative support examines how special education teachers in inclusive primary classrooms in Greece use ChatGPT to design Individualized Education Programs (IEPs) for students with learning disabilities. Six teachers participated, with some employing ChatGPT and others relying on traditional methods. The quality of IEP goals was described using the Revised IEP/IFSP Goals and Objectives Rating Instrument (R-GORI), while in-depth teacher perspectives were explored through thematic analysis. Findings suggest that ChatGPT contributed to clearer goal-setting, generation of diverse instructional resources, and more structured lesson planning. However, teachers emphasized the need for critical oversight, adaptation to real-world classroom conditions, and safeguarding the relational and emotional aspects of teaching. Participants expressed cautious optimism, viewing ChatGPT as a valuable support tool when integrated thoughtfully and ethically. These context-specific, exploratory results offer preliminary guidance for educators, policymakers, and researchers seeking to integrate AI tools into special education. They highlight the importance of targeted professional development, ethical safeguards, and further large-scale research to evaluate the broader applicability of AI-assisted IEP planning. | |
| 651 | 4 | |a Greece | |
| 651 | 4 | |a United States--US | |
| 653 | |a Teaching | ||
| 653 | |a Individualized education programs | ||
| 653 | |a Inclusive education | ||
| 653 | |a Learning | ||
| 653 | |a Mixed methods research | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Qualitative research | ||
| 653 | |a Guidance | ||
| 653 | |a Educational Research | ||
| 653 | |a Educational Planning | ||
| 653 | |a Control Groups | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Individualized Programs | ||
| 653 | |a Academic Accommodations (Disabilities) | ||
| 653 | |a Interviews | ||
| 653 | |a Individualized Instruction | ||
| 653 | |a Best Practices | ||
| 653 | |a Followup Studies | ||
| 653 | |a Elementary Education | ||
| 653 | |a Ethics | ||
| 653 | |a Mathematics Activities | ||
| 653 | |a Mathematics Instruction | ||
| 653 | |a Mathematics Materials | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Classrooms | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Dyslexia | ||
| 653 | |a Autism Spectrum Disorders | ||
| 653 | |a Learning Disabilities | ||
| 653 | |a Educational Diagnosis | ||
| 700 | 1 | |a Charisi, Maria |u Department of Primary Education, School of Social Sciences and Humanities, University of Western Macedonia, 53100 Florina, Greece; edumal01134@uowm.gr | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 8 (2025), p. 1065-1080 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3244010776/abstract/embedded/09EF48XIB41FVQI7?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3244010776/fulltext/embedded/09EF48XIB41FVQI7?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3244010776/fulltextPDF/embedded/09EF48XIB41FVQI7?source=fedsrch |