Generative AI has the potential to support teachers with writing instruction and feedback. The purpose of this study was to explore and compare feedback and data-based instructional suggestions from teachers and those generated by different AI tools. Essays from students with and without disabilities who struggled with writing and needed a technology-based writing intervention were analyzed. The essays were imported into two versions of ChatGPT using four different prompts, whereby eight sets of responses were generated. Inductive thematic analysis was used to explore the data sets. Findings indicated: (a) differences in responses between ChatGPT versions and prompts, (b) AI feedback on student writing did not reflect provided student characteristics (e.g., grade level or needs; disability; ELL status), and (c) ChatGPT’s responses to the essays aligned with teachers’ identified areas of needs and instructional decisions to some degree. Suggestions for increasing educator engagement with AI to enhance teaching writing is discussed.

While generative AI such as ChatGPT has important drawbacks, it can potentially unlock new types of learning and support – specially for English learners and students with disabilities – by facilitating teachers’ Universal Design for Learning (UDL) efforts. As generative AI is quickly becoming an integral part of our lives (e.g., being incorporated into existing tools such as Google products), teachers will need to decide how they can use and benefit from this new technology. Our analysis of data collected during a summer teacher institute found that in Summer 2023 the majority of teachers had never used generative AI and were evenly split on whether it was a “friend” or “foe” in their teaching efforts. Overall, 43% of teachers reported, “ChatGPT and other generative AI will help make instruction more accessible for ALL learners,” while 32% of teachers were “undecided” indicating an opportunity to improve teacher perceptions. In this article we discuss strategies for using generative AI for improving UDL to benefit ALL learners brainstormed by the teachers. Practical implications for multilingual learners are discussed.

In response to the increasing number of young adults with intellectual and development disability (IDD) in inclusive postsecondary settings, a wearable technology application was designed to support students’ learning, participation, and independence. This article describes the design research process leading to the development of the technology prototype. An app for a smart watch has been conceptualized, designed, and refined following the two initial phases of the Integrative Learning Design Framework (ILDF; Bannan-Ritland, 2003). The design principles that emerged from the study include multiple prompting and reward systems to encourage students’ self-regulation and positive behaviors. The findings identify ways wearable technology can support young adults with IDDs in inclusive college courses without overreliance on the support staff. Having major stakeholders involved in the design research process from the very beginning resulted in high levels of acceptance of the developed technology-based intervention prototype by the target population and by the support staff members. Plans for the next two phases of the ILDF, which are beyond the scope of this publication, are discussed.