Enhancing IEP Design in Inclusive Primary Settings Through ChatGPT: A Mixed-Methods Study with Special Educators

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Xuất bản năm:	Education Sciences vol. 15, no. 8 (2025), p. 1065-1080
Tác giả chính:	Stergiani, Giaouri
Tác giả khác:	Charisi, Maria
Được phát hành:	MDPI AG
Những chủ đề:	Greece United States > US Teaching Individualized education programs Inclusive education Learning Mixed methods research Artificial intelligence Qualitative research Guidance Educational Research Educational Planning Control Groups Experimental Groups Individualized Programs Academic Accommodations (Disabilities) Interviews Individualized Instruction Best Practices Followup Studies Elementary Education Ethics Mathematics Activities Mathematics Instruction Mathematics Materials Elementary Schools Classrooms Educational Assessment Dyslexia Autism Spectrum Disorders Learning Disabilities Educational Diagnosis
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Miêu tả
Bài tóm tắt:	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.
số ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15081065
Nguồn:	Education Database