Early Adopters: Navigating AI Integration in Special Education Teacher Preparation

Authors

DOI:

https://doi.org/10.33043/9ca46254

Keywords:

artificial intelligence, teacher preparation, special education, chatbots, video-based reflection activities, curriculum development

Abstract

Exploring the role of artificial intelligence (AI) in education is important as it challenges traditional teaching practices and shapes how educators may approach them in the future. In this article, we document the transformative integration of AI in special education teacher preparation, highlighting how we, as early adopter professors, attempted to navigate this journey, offering practical applications for AI use. Practical applications of generative AI tools include aligning course objectives, developing modules, and creating assignments and assessment measures. Additionally, we describe innovative uses for AI, such as incorporating chatbots in teacher preparation courses, navigating curriculum development, generating case studies, and aligning individualized education program (IEP) goals with curricular standards. We also explore how AI can be employed as a reflective coaching tool for teaching practice. Ethical considerations are emphasized, focusing on transparent communication about AI use and documenting the learning process to humanize assessment experiences and mitigate potential risks.

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Author Biographies

Tara Kaczorowski, Daemen University

Tara Kaczorowski is an Associate Professor and Executive Director of Education Programs at Daemen University. She holds a Ph.D. in Special Education from University at Buffalo. Her teaching and research focus is on inclusive education and teacher preparation with an emphasis on mathematics and technology.

Angela Stockman, Daemen University

Angela Stockman is an adjunct instructor at Daemen University in Amherst, New York. The author of several books on multiliteracy instruction, she is regularly invited to lead curriculum and assessment design work in K-12 schools, where she also conducts lesson studies upon request. A former public school teacher, Angela spent fifteen years in the classroom before becoming a professional learning facilitator.

Andrew Hashey, Buffalo State University

Andrew I. Hashey, Ph.D. is Associate Professor and Chair of Exceptional Education at SUNY Buffalo State University.  His scholarship in special education teacher preparation centers on high-leverage practices, school-university partnerships, teacher reflection, and evidence-based literacy instruction.  His ongoing research projects take aim at building faculty capacity to implement video-based reflection within their teacher preparation programs.

John Kaczorowski, Daemen University

John Kaczorowski holds an MFA in Creative Writing, an MS in Sport Management, and was a doctoral scholar in Sport Management (ABD) at University of Illinois. A former English language arts teacher, he is now an Experience Manager at Packback and adjuncts in the Education Department at Daemen University.

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Published

09/02/2024

How to Cite

Kaczorowski, T., Stockman, A., Hashey, A., & Kaczorowski, J. (2024). Early Adopters: Navigating AI Integration in Special Education Teacher Preparation. Journal of Special Education Preparation, 4(2), 18–29. https://doi.org/10.33043/9ca46254

Issue

Vol. 4 No. 2 (2024): Special Issue on Artificial Intelligence

Section

Special Issue on Artificial Intelligence

License

Copyright (c) 2024 Tara Kaczorowski, Angela Stockman, Andrew Hashey, John Kaczorowski

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.