These days, new artificial intelligence (AI) tools flood into our classrooms like a never-ending technology innovation geyser, with apps coming at us faster than we can say “differentiation.” The gamut of programs available—if we have the time to find them and try them out—streamline the less fun parts of our day (ahem…grading) and save us time.
AI’s greatest potential in our classrooms lies in breaking down learning barriers for students who’ve long been underserved. Though innovations create new and improved robotic extensions of ourselves to free us from menial tasks, the real magic is how we can use technology to dissolve learning barriers and offer limitless learning opportunities once we channel our curiosity to where it matters most, student learning.
Who are the students in the room?
Do we have an introspective analyst who understands complex texts but decodes at a third-grade level? Is there a verbal processor who expresses profound thoughts but produces a fraction of that on paper? For each of these students, the right AI tools can bridge gaps in access, comprehension, and expression, transforming their learning experience.
What do these students need?
Before rushing to the keyboard to search, let’s ground ourselves in the belief that the sky is the limit regardless of what their history tells us. We believe in the lifelong potential of each student who enters our classroom and that a ceiling on their capacity to learn does not exist. Many AI-powered tools clear the path for all students to access the curriculum. This year, our most significant findings were in the Life-Centered Education Program (LCE) in the middle school. The LCE’s modified curriculum empowers students with significant learning differences to learn in the least restrictive environment, parallel with their peers. The LCE’s unique approach to personalized academic instruction and social-emotional learning is integrated into general education settings and fosters a collaborative learning environment beneficial for all learners.
The spotlight here is on a student who we will call Micah (this student has given permission to share his story, but the name has been changed), a determined sixth grader who faced significant cognitive and language delays early in life. While early interventions helped, COVID paused his progress. Despite these challenges, his enthusiasm for learning inspired us to explore new ways to support his growth. When his family moved to Nairobi in March 2022, Micah found a nurturing environment in the LCE program, where intensive academic remediation, speech and language therapy, and occupational therapy helped to advance his learning. Transitioning from fifth grade into middle school is daunting for any student. This year, despite his anxiety about his ability to keep up with his peers, he jumped into sixth grade with unwavering resilience, self-motivation, and a deep desire to succeed.
His eagerness to learn challenged us to do more to open up access to the curriculum so he could step through. His challenges with decoding grade-level text are learning barriers, especially if the tasks are heavily reading-dependent. Without a human reader, he was limited to - the-cat-sat-on-the-mat, decodable texts.
We experimented with Commonlit to explore the dystopian genre. The beauty of Commonlit—though not AI-powered—is that it allows students to listen to passages, allowing those working with decoding challenges equitable access to the text, which gives them the opportunity to engage in deep discussions with their peers. Commonlit’s free resources include thousands of articles with guided comprehension questions that prompt students to return to the text to understand deeper meanings. Examples of written responses help teachers to grade all open-ended questions and automatic grading of multiple-choice questions is a huge time saver.
Here is where Micah shone. We noticed he intently listened to the passages and got almost all the comprehension questions correct by himself. This got us thinking- how much did we know about his comprehension skills? In what ways were we limiting him? How could we help him access grade-level learning tasks even more and decrease his dependence on a human reader or writer?
That’s when we discovered the AI version of Natural Reader, also available as a Chrome extension. Natural Reader’s ability to convert text across platforms into human-like speech allowed Micah to independently access content that was previously out of reach, empowering him to engage fully with grade-level tasks. He thrived with this freedom to access his emails, task lists, instructions on Google Classroom, and more. The more he could access content, the more we wanted to find ways to help him express his understanding of the learning tasks he engaged in.
While Natural Reader opened the door to comprehension, the full depth of his thinking was lost in the transition from idea to the printed word. So, we asked ourselves- if Natural Reader opened up so much regarding reading, what could we use for writing?
That's where Mote Pro comes in (there is a free version but it has limited benefits). It is usually used as a teacher feedback tool, but given Micah's success in using Natural Reader, we figured we might as well try to see if using Mote for writing could help capture his thinking. This text-to-speech program accurately transcribes audio and preserves Micah’s thoughts, allowing him to compose responses without the frustration of misinterpretation of common in the text-to-speech programs we used before. It also transcribes his words so teachers can both hear and read his response.
Supported by the quilt of these AI programs, Micah showed us he understands more than we knew. In sixth grade, he took the MAP test for the first time in his life, a test he was never considered for before. As he did with all learning tasks, he jumped into it enthusiastically, saying, “I am smart! I can do this!” MAP offers accommodations of calculators, human or e-readers, and extra time built in. He scored 64th percentile in reading and 61st percentile in math.
Micah’s story highlights a broader lesson: with the right tools, every student can reach their potential. Technology is a bridge to opportunity. With the right mindset about our student's abilities and opening up access to the right tools, we can help students like Micah unlock their true potential.
Donica Merhazion is a middle school educator with extensive experience in special education, specializing in Orton-Gillingham instruction and inclusive practices that address diverse learning needs. Her expertise includes implementing Responsive Classroom strategies and blended learning to create dynamic, student-centered environments. She is committed to differentiated instruction that prioritizes individual strengths and challenges, fostering self-worth and confidence while addressing the unique needs of students with disabilities. By designing equitable, inquiry-driven learning experiences, she equips learners with critical thinking skills and resilience, empowering them to overcome barriers and thrive as lifelong learners.
Sally Ratemo is an international special education teacher with a master's degree in both special education and leadership. She is passionate about each student's unique needs and thrives on building the student's strengths and confidence in order to foster their social and academic growth. Sally believes that by being seen, valued, and accepted, all students can reach their full potential and contribute purposefully to our ever-changing world. She has a passion for equity and inclusion which is continually inspired by her culture, family, and students.
