Artificial Intelligence to Support Writing Outcomes for Students With Disabilities

Abstract

Students with and without disabilities consistently fail to meet established writing benchmarks, highlighting the urgent need for intervention and innovation in this critical area. According to the National Assessment of Educational Progress (NAEP), key criteria for assessing writing include the development of ideas, organization of ideas, and language facility and conventions. One solution to improve writing outcomes is to leverage artificial intelligence (AI) tools to support struggling writers. The purpose of this article is to define AI, examine its current integration into tools used by teachers to support struggling writers, and provide a crosswalk between NAEP criteria and AI tools to enhance writing interventions.