New Ways to Research, Synthesize Information, Write, and Demonstrate Knowledge
Information Tools with Intelligence
Imagine a learning tool connected to every book, every reference, every idea, one that can answer questions, explain concepts, write, calculate, design, illustrate, and compose. What would teaching look like with this kind of intelligent companion? How might it support students with print disabilities, dyslexia, brain injuries, orthopedic impairments, ADHD, or executive functioning challenges? What new conversations would IEP teams have about accommodations, assistive technology, and accessible instructional materials?
Modern AI systems are now embedded across search engines, browsers, productivity tools, creative platforms, and development environments. For many students with disabilities, these tools already function as assistive technology, providing reading and writing support, instructional guidance, organizational scaffolds, focus prompts, and accessibility features that reduce barriers and increase independence. To use this potential well, educators and IEP teams must understand what these tools can do and guide their use thoughtfully as accommodations, assistive technology, and accessible educational materials.
Modern AI Tools & Built-In Services
Most contemporary AI tools now share a common set of core capabilities. In some cases, the intelligence is built directly into the service — no prompt writing required — while more advanced tools allow users to guide the system through natural language prompts.
Common features now include:
- Writing, rewriting, and summarizing text
- Image creation and visual design
- Code generation and “vibe coding” (natural-language programming)
- Conversational search and research
- Transcription, translation, and voice generation
- Document analysis and data assistance
Below are representative examples of widely used tools and platforms that integrate these capabilities.
General-Purpose AI Assistants
ChatGPT (OpenAI)
Multi-purpose assistant for writing, research, coding, image creation, data analysis, tutoring, and creative work. Available on web and mobile, with advanced features in paid versions.
Claude (Anthropic)
A conversational assistant known for long-form writing, document analysis, reasoning, and programming support. Frequently used for research, technical writing, and structured thinking.
Gemini (Google)
Google’s AI assistant is integrated across Search, Docs, Gmail, Sheets, and development tools, supporting writing, summarization, research, and coding.
Copilot (Microsoft)
Integrated across Windows, Edge, Bing, Microsoft 365, and development tools, providing writing support, coding assistance, image generation, and productivity features.
Browsers & Built-In AI Services
Modern web browsers now include AI services directly inside the browsing experience:
Microsoft Edge & Bing with Copilot
Built-in chat, writing assistance, image generation, search summarization, and coding support are integrated into the browser and search engine.
Google Chrome & Google Workspace (Gemini)
AI tools are integrated into search, Docs, Gmail, Sheets, and coding environments for writing, summarizing, research, and programming assistance.
These integrations represent a major shift: AI is now part of the browser and productivity environment itself, not a separate destination.
Vibe Coding & Natural-Language Development
A new class of tools allows teachers and students to create software, games, and applications by describing ideas in natural language — often without writing traditional code.
ChatGPT (Code Interpreter & GPT-based coding)
Supports full-stack prototyping, debugging, refactoring, and interactive development through conversation.
Claude (Anthropic)
Conversational development environment for generating, debugging, refactoring, and reasoning through complex codebases using natural-language prompts, with strong support for long projects and documentation.
Natural-language app and game creation environment focused on rapid prototyping, interactive learning tools, and educational experiences.
AI-assisted development platform for generating full projects, interfaces, and application logic from plain-language descriptions.
End-to-end product builder that creates front-end interfaces, back-end logic, and deployable applications from conversational prompts.
These tools blur the line between designer, developer, and educator — enabling rapid creation of interactive systems without traditional programming workflows.
Research & Knowledge Assistants
NotebookLM (Google)
Source-grounded research and knowledge assistant that analyzes user-provided documents, notes, and references to generate summaries, explanations, study guides, and structured insights, designed to support learning, synthesis, and deep understanding.
Research assistant who searches academic literature, summarizes papers, extracts key findings, and organizes evidence to support scholarly inquiry and evidence-based reasoning.
An AI research tool that analyzes how scientific papers cite one another, showing whether studies support, contrast, or mention findings, supporting critical evaluation of evidence.
Perplexity AI (Research Mode)
Conversational research assistant that searches the web and academic sources, provides cited answers, and supports iterative exploration of complex topics and questions.
An AI-powered research tool that searches peer-reviewed literature and summarizes scientific consensus on research questions, designed to support evidence-based decision making.
Specialised AI Tools
Audio and video transcription, editing by text, and voice regeneration for media production.
High-quality text-to-speech and voice synthesis.
Computational intelligence for mathematics, science, data analysis, and technical problem-solving.
Directories & Discovery
Curated directory of AI tools across education, design, productivity, and development.
Standards-Aligned Instruction with AI Tools
Effectively integrating AI tools into instruction begins with analyzing grade-level standards/benchmarks and designing activities that support the target academic outcomes. AI can help students explore complex texts, make sense of mathematical reasoning, engage in inquiry science, and express understanding in authentic ways while staying anchored to standards. The goal is not to replace learning but to enhance critical thinking, reasoning, problem-solving, and disciplinary communication with supports that meet students where they are and push them toward grade-level expectations.
Reading
Example Uses
Elementary
Use AI to generate guided questions about a text to support comprehension and vocabulary development.
Have learners discuss character motivations and predictions with AI, then compare responses for deeper text interpretation.
Ask AI to provide reading strategies (visualizing, summarising, questioning) for a passage.
Middle School
Prompt AI to generate multiple interpretations of a text theme, then have students evaluate and justify which fits best.
Use AI to scaffold complex texts with summaries and vocabulary supports before independent reading.
Have students create text-to-self and text-to-world connections with AI-generated examples.
High School
Engage students in evidence-based discussions using AI-generated prompts that focus on author’s craft and inference.
Use AI to support close reading of complex informational texts through targeted questioning and annotation suggestions.
Create debates where students critique and extend AI interpretations with textual evidence.
Example Prompts
Elementary
Teacher Use
“Generate five simple comprehension questions that focus on main idea, key details, and important vocabulary from this passage.”
Student Use
“Summarize this story in three sentences and list three words that are important to understanding it.”
Student Use
“Go through this story and list the clues that show how the main character is feeling and why they might act the way they do.”
Middle School
Teacher Use
“Create discussion questions that focus on theme, character motivation, and author’s message in this text.”
Student Use
“Summarize this section and highlight sentences that help explain the main idea and the author’s point of view.”
Student Use
“Go through this passage and list the text clues that help explain the theme and what the author wants the reader to understand.”
High School
Teacher Use
“Generate higher-level discussion questions focused on author’s purpose, tone, and implied meaning in this text.”
Student Use
“Annotate this paragraph by identifying claims, key evidence, and important language choices made by the author.”
Student Use
“List the specific sentences or phrases that support one possible interpretation of this passage and explain why they matter.”
Writing
Example Uses
Elementary
Students use AI to brainstorm ideas and text structures, then write drafts in their own voice.
Use AI as a mini-mentor for sentence variety and transition use.
Middle School
Have students generate a thesis and outline with AI, then revise it to add depth and voice.
Use AI feedback to help students focus on topic development, coherence, and fluency.
High School
Prompt AI for higher-level feedback on argumentation, evidence, and counterclaims.
Ask students to reflect on AI revisions and explain their own rhetorical choices.
(You can draw from your existing list here — this section can stay close to current but more tightly tied to how students demonstrate the standards.)
Example Prompts
Elementary
Teacher Use
“Create a simple story planning template with prompts for beginning, middle, and ending.”
Student Use
“Help me brainstorm three ideas for this topic and choose the one that best fits my assignment.”
Student Use
“Rewrite this paragraph using clearer sentences and better transitions while keeping my meaning the same.”
Middle School
Teacher Use
“Provide a model outline and revision checklist appropriate for this type of writing task.”
Student Use
“Help me turn this topic into a clear main idea and list three points I could use to support it.”
Student Use
“Review this paragraph and point out where I can improve clarity, organization, and word choice.”
High School
Teacher Use
“Generate a rubric-aligned feedback checklist for claims, evidence, and reasoning in argumentative writing.”
Student Use
“Analyze my claim and evidence and show me where my reasoning is strong and where it needs more support.”
Student Use
“Point out where I could strengthen my argument by adding explanation, counterpoints, or clearer evidence.”
Math
Example Uses
Elementary
Use AI to generate step-by-step explanations of grade-level problems, then have students explain each step aloud or in writing.
Prompt AI to create math stories that apply concepts in real-world contexts.
Middle School
Have students use AI to model multiple solution strategies for the same problem and compare efficiency.
Use AI to generate word-problem variations that reinforce ratios, fractions, and proportional reasoning.
High School
Ask AI to provide justifications for algebraic reasoning and function transformations, then have students critique the clarity of the explanation.
Use AI as a tool to simulate data sets or geometric transformations for inquiry investigations.
Tip: Emphasize productive struggle — use AI to support, not replace, critical reasoning.
Example Prompts
Elementary
Teacher Use
“Create scaffolded practice problems that gradually increase in difficulty for this concept.”
Student Use
“Explain how to solve this problem step by step and then ask me one similar problem to try on my own.”
Student Use
“Show me where I made a mistake in this solution and explain how to fix it.”
Middle School
Teacher Use
“Generate multiple practice problems that target the same concept using different contexts.”
Student Use
“Show two different ways to solve this problem and explain why both methods work.”
Student Use
“Create a similar word problem and walk me through how to set it up before solving.”
High School
Teacher Use
“Provide a set of reasoning prompts that help students justify each step of a solution.”
Student Use
“Explain the reasoning behind each step in this solution and identify the key rules or formulas used.”
Student Use
“Help me interpret this data by identifying patterns, relationships, and possible conclusions.”
Science
Example Uses
Elementary
Use AI to frame phenomenon-based questions and help students generate exploratory predictions.
Ask AI to suggest simple models or diagrams for classification and life cycle concepts.
Middle School
Have students integrate AI-generated hypothesis prompts with experimental design checklists.
Use AI to help summarize cause-and-effect relationships in ecosystems or Earth systems.
High School
Prompt AI to generate alternative explanations for data patterns, then have students evaluate evidence and refine claims.
Use AI to support research proposals, lab protocols, and scientific communication tasks.
Example Prompts
Elementary
Teacher Use
“Generate observation and prediction questions that support inquiry about this phenomenon.”
Student Use
“List three things I should observe about this phenomenon and what each observation might tell me.”
Student Use
“Help me explain this system in simple steps using a model or diagram.”
Middle School
Teacher Use
“Create inquiry prompts that guide hypothesis formation and experimental design.”
Student Use
“Suggest two possible hypotheses for this investigation and explain what evidence would support each one.”
Student Use
“Explain how these variables are related and list the cause-and-effect relationships you see.”
High School
Teacher Use
“Generate prompts that support claim-evidence-reasoning explanations for this investigation.”
Student Use
“List two possible explanations for these results and identify what additional data would help clarify them.”
Student Use
“Help me draft a clear claim, supporting evidence, and reasoning statement based on this lab.”
Using Vibe Coding in the Classroom
Vibe coding refers to using natural language prompts to guide AI systems in generating functional code, simulations, interactive tools, and data-driven applications. Rather than writing code line by line, teachers and students describe what they want to build, refine it through conversation, and test it iteratively. This approach lowers technical barriers while preserving design thinking, logic, and problem-solving.
Used thoughtfully, vibe coding becomes a powerful instructional and creative tool.
Vibe Coding for Teachers
Teachers can use vibe coding to rapidly design instructional systems and classroom tools that would otherwise require specialized programming.
Instructional and Assessment Tools
- Create online quizzes, formative assessments, and practice tests
- Build automatic grading and feedback systems
- Design self-checking worksheets and interactive review activities
Data, Charts, and Visualization
- Generate charts and dashboards from student data
- Create progress trackers and goal-monitoring tools
- Build visual reports for instructional planning and MTSS review
Instructional Media and Presentations
- Create interactive presentations and demonstrations
- Build web-based lessons and simulations
- Design instructional games and exploratory activities
Workflow and Classroom Systems
- Create scheduling, tracking, and organization tools
- Build digital rubrics and scoring systems
- Design simple classroom management utilities
In this role, vibe coding allows teachers to become rapid instructional designers, creating custom tools aligned directly to their curriculum, students, and learning goals.
Vibe Coding for Students
For students, vibe coding becomes a learning environment for modeling, simulation, problem-solving, and design thinking.
Science and Engineering
- Build simulations of physical systems, ecosystems, or experiments
- Create models of forces, motion, energy, or chemical processes
- Design virtual labs to test variables and observe outcomes
Mathematics
- Generate interactive graphs and function visualizations
- Build models to explore probability, statistics, and patterns
- Create dynamic geometry and transformation tools
Computer Science and Computational Thinking
- Design simple applications, games, and interactive programs
- Explore algorithms, logic, and data structures through building
- Test ideas by rapidly prototyping and revising
Design, Systems, and Problem Solving
- Build models of real-world systems and processes
- Create simulations for decision-making and optimization
- Design tools that represent and test student-generated hypotheses
In this role, vibe coding shifts students from code writers to system designers. The focus moves from syntax to structure, logic, modeling, and reasoning.
Instructional Value
Vibe coding supports:
- Rapid prototyping and iteration
- Inquiry-based learning and experimentation
- Design thinking and systems reasoning
- Visualization of abstract concepts
- Collaboration and reflection
Rather than replacing learning, vibe coding amplifies it by allowing students and teachers to test ideas, explore systems, and build representations that would otherwise be inaccessible.
Using AI as a Learning Partner: The Feynman Exploration Technique
sBefore asking for answers, try using AI as a learning partner to explore a new topic. This approach is based on the Feynman Technique, a learning strategy that helps you understand ideas by explaining them in your own words, finding what you don’t yet understand, and refining your thinking.
Begin by asking the AI to guide you through the topic rather than explain it to you. First, explain what you already know about the concept in simple language. The AI can then help you identify gaps in your understanding, point out unclear ideas, and suggest analogies or examples to make difficult parts easier to grasp. As you revise your explanation, your understanding becomes clearer and more complete.
This process works well individually or in small groups. Students can compare explanations, discuss gaps, test ideas, and refine their thinking before meeting with the teacher. By the time you ask questions in class, you are no longer starting from zero. You arrive with ideas, vocabulary, and specific points of confusion already identified.
Student Learning Prompt Template – Explore Before You Ask
Use this prompt when you are starting a new topic and want to understand it better before asking your teacher.
Student Prompt (copy everything between the quotes, filling in your topic)
"I am learning about [insert topic].
First, I will explain what I already know about this topic in simple language.
After I explain, please:
- Point out any gaps or unclear parts in my explanation
- Ask me questions that help me think more deeply
- Give me simple analogies or examples for confusing ideas
- Help me refine my explanation until I can clearly teach it back
Do not give me a full explanation at the start. Guide me step by step and help me improve my understanding."
Tips
- Use the Feynman Exploration Technique to analyze the learning objective, grade-level standard, and benchmarks first to help guide how it is used to learn the content.
- Give the AI some examples of formative and end-of-year testing questions on the target content and use the AI as a practice testing system.
How Students Use This in Class
- Write or say what you already know about the topic
- Let the AI point out gaps and ask guiding questions
- Revise your explanation and try again
- Repeat until your explanation becomes clear and confident
- Bring your questions and refined explanation to your teacher
Using the Feynman Exploration Technique to Analyze Learning Goals
Before exploring new content, students can use the Feynman Exploration Technique to first analyze and understand the expectations of the learning goals themselves. Rather than beginning with definitions or explanations, students start by explaining what they think the standard or learning target is asking them to know and be able to do. Through guided questioning and refinement, unclear language becomes clearer, key skills emerge, and expectations become explicit and meaningful.
This process helps students move beyond reading a standard to truly understanding it. By identifying gaps, clarifying vocabulary, and refining their interpretation, students enter instruction with a clearer sense of purpose and direction. Only after the learning goals are understood do students apply the same technique to explore the content, concepts, and skills aligned to those goals.
Used individually or in small groups, this approach supports inquiry, metacognition, and intentional learning. Students arrive at instruction better prepared, with shared language, emerging questions, and a deeper awareness of what they are working toward and why.
Student Prompt Template – Analyze a Learning Goal First
Use this prompt when you are starting a new unit, lesson, or standard.
Student Prompt (copy everything between the quotes, inserting your standard and/or benchmarks)
"I am working on this learning goal or standard: [paste the standard or learning target here]
First, I will explain in my own words what I think this learning goal means and what I am expected to learn. After I explain, please:
- Point out any parts of the goal that are unclear or confusing
- Help me identify the key skills and ideas I need to learn
- Ask me questions that help me think more carefully about what this goal expects
- Help me refine my explanation until I clearly understand what I am working toward
Do not explain the content yet. Help me understand the learning goal first."
Next Steps
Once the student understands the learning goal, they can use the Feynmanb Exploration Technique to help achieve the academic objective.
Assistive Technology and Accommodations
The rapid growth of sophisticated artificial intelligence services creates new opportunities as IEP teams consider AI tools as assistive technology that can enhance a student’s functional performance, or as accommodations that can improve, maintain, or increase academic performance on grade level standards.
AI tools such as ChatGPT can support cognitive processing in areas including focus, task persistence, organization, and working memory. Students with print disabilities can use these tools for text access, information management, writing support, and product development, reducing barriers while increasing independence and engagement.
Some of the greatest benefits may be realized by students with orthopedic impairments, traumatic brain injury, and other health impairments. AI services can reduce the time required for routine productivity tasks, such as writing or typing, and increase the time available for active learning and content engagement. Access to digital devices such as laptops, tablets, and smartphones remains critical for students with physical challenges.
Devices used to support computer access may include:
- Switch systems
- Mouse emulators
- Joysticks
- Trackballs
- Wrist and arm rests
- Adapted keyboards
- Eye gaze systems
- Adapted touch systems
- Screen magnification tools
Communication devices may include custom prompt overlays that support:
- General vocabulary and functional phrases
- Curriculum-specific vocabulary and academic language
- Social and behavioral communication supports
Prompts can be adapted to meet individual learning needs. The number of categories and items may be reduced to support early use and gradually increased as the student becomes more proficient, allowing communication systems and supports to grow with the learner.
For more ideas on computer accessibility tools and communication systems, check out the Assistive Technology Image Gallery.
To obtain assistive technologies to try out with a student, work with an
Assistive Technology Professional in your district who has access to the
AT and UDL Loan Library.
Why Use Artificial Intelligence Tools?
ChatGPT became publicly available in November 2022, and within months, its impact reshaped education, technology, and creative work. Major platforms such as Google, Microsoft, Adobe, and Canva now embed AI directly into search, writing, design, and productivity tools. The pace of change is accelerating, and the world our students will enter is already being transformed. The question is no longer whether AI will shape learning, but how intentionally we prepare students to work with it.
Teaching and learning must evolve. When writing, research, and product creation become easier, instruction must focus more deeply on thinking, voice, problem-solving, and understanding. Learning activities can shift from producing artifacts to demonstrating knowledge, applying standards, solving real problems, and contributing meaningfully to the community.
Used well, AI tools can serve as digital assistants for students, teachers, therapists, and administrators, reducing routine workload and increasing time for instruction, reflection, and decision making. But this potential depends on access, training, and thoughtful implementation. If students with disabilities are not supported in learning these tools, existing digital and academic gaps will widen. Now is the time to explore these technologies carefully, collaboratively, and with equity at the center.