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Abstract

As special educators face increasing demands and limited time to craft high-quality Individualized Education Programs (IEPs), many are turning to generative artificial intelligence (GenAI) tools for support. These tools promise to streamline IEP development by generating present level statements and annual goals more efficiently. Early findings suggest GenAI can improve goal quality and reduce workload when used strategically. However, its use also raises significant ethical concerns, including diminished individualization, algorithmic bias, data privacy risks, and the potential for misleading or inaccurate content. This paper outlines a comprehensive ethical framework for GenAI integration in IEP development, grounded in legal mandates, professional judgment, and student-centered planning. The framework offers six core principles: professional responsibility and judgment; AI fluency and prompt crafting; individualization and equity; transparency and family communication; collaborative practice and reflection; and feedback, monitoring, and continuous learning. Each of these principles is paired with actionable guidance for both teacher preparation programs and in-service special educators. A decision tree accompanies the framework to support real-time use and ethical decision-making. By equipping special educators to engage with AI tools rather than adopt them uncritically, the field can harness the benefits of GenAI while safeguarding student rights and educational equity.

Keywords

individualized education programs artificial intelligence ethical framework professional development equity

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Ethical AI Use in IEP Development: A Guiding Framework

Abstract

Keywords

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References