5 Ethical Considerations for Using AI in Special Education

As artificial intelligence (AI) use becomes more integrated with daily life, ethical considerations have emerged. While AI does have transformative power for good, it is imperative to navigate its use with a moral compass.. Technology in special education must improve special education without compromising ethical standards. Here are five ethical considerations to guide using AI responsibly:

Privacy and Data Security

Personal data is at the center of the ethics debate. AI systems require vast datasets to learn and make decisions, raising concerns about privacy and data security. For parents of students with disabilities, we need to know that our child’s personally identifiable information is never a part of datasets used to train AI. Ethical AI use mandates stringent data protection measures, ensuring individuals’ information is secure used transparently and with consent. 

Bias and Fairness

AI systems are only as unbiased as the data they are trained on. Historical data can embed and perpetuate biases, leading to unfair outcomes or discrimination. Bias and discrimination against individuals with disabilities are commonplace and historical data fed to AI reflects this. Ethical AI development requires a proactive approach to identify and mitigate biases. As parents of students with disabilities, we need to know how this bias is being addressed. AI in special education must include diverse training datasets, ongoing bias monitoring, and employing multidisciplinary teams to evaluate AI systems from various perspectives.

Transparency and Explainability

The "black box" nature of some AI systems can obscure how decisions are made, making it difficult for users to understand or challenge these decisions. Any AI used in special education must be audited and decision-making processes must be understood by humans. This will allow stakeholders - parents, educators and educational leaders - to evaluate AI decisions against ethical and legal standards.

Accountability and Responsibility

As AI systems become more autonomous, determining accountability for their actions becomes complex. Who is accountable and responsible for the output of AI in special education? Who is accountable if IEP team meetings struggle with AI-written IEPs? There must be a framework for accountability and responsibility, delineating the roles of developers, along with the role of the users.

Social and Environmental Impact

The deployment of AI has far-reaching implications, not just for individuals but for society and the environment. AI can be a technology that contributes positively to society and minimizes environmental harm. This includes evaluating the social implications of AI applications. If AI is used in special education, such as with drafting IEPs, intelligent tutoring systems, or content creation, there should be a clear goal for improving equitable opportunities and outcomes.

In conclusion, AI is just beginning, and holds promise to improve the lives of children with disabilities. As parent advocates, we are a part of this progression: AI in special education is here, its now, and requires us to advocate for ethics in AI use. It's a collective responsibility for all stakeholders in our children’s education.