In a Letter to the Editor published by Education Week, special education advocate Dawn Fleming-Kendall argues that the current debate around artificial intelligence in special education is misdirected. Rather than being the biggest challenge facing the field, she says, chronic issues such as overwhelming caseloads, staffing shortages, and excessive paperwork are the real threats that push many skilled teachers out of the profession. She contends that critics overlook these persistent systemic problems while singling out AI as a supposed danger.
The letter responds to previous reporting about teachers using AI tools to help draft individualized education programs (IEPs) for students, which some advocates viewed as problematic. Fleming-Kendall rejects this framing, pointing out that educators regularly use other digital and internet resources — from Google to Pinterest — to streamline planning and drafting without similar levels of concern. She argues that structured, ethical AI use can help reduce repetitive tasks and free up teachers’ time for deeper instructional planning and direct support.
She also highlights that Ohio is developing AI guidance rather than outright bans, reflecting a growing consensus that responsible AI use can support compliance with laws like the Individuals with Disabilities Education Act and improve clarity and understanding for parents and educators alike. In her view, when implemented carefully, AI can make special education systems more effective rather than undermining them.
Overall, the letter urges educators, policymakers, and advocates to shift their focus from fearing the technology itself to addressing the real, long-standing challenges in special education — such as inadequate staffing, lack of resources, and bureaucratic overload — and to consider how AI might be part of the solution rather than the problem.
