Witnesses describe AI as a promising assistive tool for special education, but call for research and safeguards
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Summary
Panelists and members said AI can help screen and personalize instruction for students with disabilities and support tutors, but they urged careful evaluation, transparent data practices and more research into which tools work for which students.
Members and witnesses highlighted potential AI benefits for students with disabilities while underscoring the need for careful research, data protections and practitioner training.
Representative Thompson and others asked witnesses how AI could improve screening, assistive technologies and individualized education plans (IEPs). Chris Chisholm described using district assessment data and an internal AI instance to draft individualized short, medium and long‑term plans for students, saying the process can generate draft paths to proficiency quickly.
Dr. Julia Rafalvaire pointed to early research — including a district pilot in Ector County, Texas — that showed AI tools supporting tutors across different skill levels and improving outcomes for lower‑ and mid‑performing tutors. "Those that were lower on their skill level…AI supported all of them, but particularly those that were lower and middle performing," she said.
Witnesses cautioned that assistive benefits depend on data quality and accessibility and on maintaining human oversight. They recommended federal funding to study outcomes across disability subgroups and urged states and districts to prioritize accessible deployment and privacy protections when using AI in special education.
Committee members asked for more evidence and practical guidance on vendor vetting, data practices and training for special education teachers.