So… Can ChatGPT Help with IEPs?
Introduction:
Please note that you should never enter student information into AI that is not HIPAA or FERPA compliant.
The emergence of generative AI like ChatGPT is prompting big questions in education—especially when it comes to high-stakes tasks like crafting IEP goals. Can AI support the development of individualized, meaningful goals for students with disabilities? And if so, how do we ensure it enhances, rather than undermines, the expertise of educators and school psychologists? As a school psychologist, I’ve been watching this conversation unfold with a mix of curiosity and caution. In this post, I’ll explore what recent research tells us about ChatGPT’s role in IEP goal development, and what it might mean for our work on multidisciplinary teams.
The Research Lowdown: What We're Learning About ChatGPT and IEP Goals
Several studies have recently investigated the role of ChatGPT in crafting IEP goals, and the findings offer some fascinating insights:
A Boost for Newcomers: Perhaps one of the most encouraging findings is that ChatGPT appears to significantly improve the quality of IEP goals developed by novice special education teachers. Research by Rakap (2024) specifically found that the use of ChatGPT significantly improved the quality of IEP goals developed by novice special education teachers, regardless of their previous training. This finding is echoed in Rakap and Balikci's (2024) study, which also indicated that using ChatGPT significantly enhanced the quality of IEP goals compared to teachers who did not use the technology.
Experienced Educators Hold Their Own (But Can Still Benefit): Interestingly, a study involving experienced special education teachers by Waterfield et al. (2025) found no statistically significant difference in the overall quality of IEP goals they wrote compared to those generated with ChatGPT's help. This implies that our seasoned professionals are already adept at creating high-quality goals. However, the authors still discuss the potential for AI to facilitate workload.
Shifting the Focus: The content of IEP goals might also be influenced by AI. Rakap and Balikci (2024) noted that teachers in the ChatGPT group had a higher proportion of goals targeting communication (34% vs. 15%), social skills (20% vs. 9%), motor/sensory (18% vs. 9%), and self-care skills (10% vs. 2%) compared to the control group, which focused more on preacademic skills (40% vs. 3%) and behaviors (25% vs. 15%). This suggests that ChatGPT may encourage a broader consideration of developmental domains.
Time Saver for Novices: Research by Rakap (2024) suggests that novice teachers using ChatGPT spent significantly less time developing IEP goals compared to those who did not. This indicates a potential for increased efficiency.
What Does This Mean for Educators? The Implications
These findings have some important implications for how we think about and approach IEP development in the age of AI:
Empowering New Teachers: ChatGPT has the potential to be a powerful onboarding tool for new special education teachers. It can provide guidance, generate initial goal suggestions, and help them understand the components of high-quality, SMART goals. This could lead to more confidence and better outcomes for their students early in their careers. However, I do worry about new educators never learning these skills if they rely solely on AI.
Aiding, Not Replacing, Expertise: It's crucial to remember that ChatGPT is a tool to assist, not replace, our professional judgment and expertise. While experienced teachers might already create comparable quality goals, ChatGPT can still be a valuable brainstorming partner, help generate initial drafts, or offer alternative perspectives. We must always review and refine AI-generated suggestions to ensure they truly meet the individual needs of our students.
The Need for Training: While some initial studies suggest extensive training might not be immediately necessary to see benefits for novice teachers, it's clear that training on how to ethically use AI tools like ChatGPT. Additionally, I do worry about new educators never learning IEP creation skills if they rely solely on AI.
Time Efficiency vs. Quality: While ChatGPT can save time, especially for novice teachers, we need to be mindful of the balance between efficiency and thoroughness. The research suggesting that spending more time may not necessarily lead to better-quality goals underscores the potential for AI to streamline the process without sacrificing quality, if used thoughtfully.
Ethical Considerations are Paramount: As we integrate AI into IEP development, we must be vigilant about ethical implications. This includes protecting student data privacy, ensuring the goals are truly individualized and not based on algorithmic biases, and maintaining transparency with parents and other stakeholders.
Conclusion:
As we navigate the promise and pitfalls of AI in special education, one thing is clear: tools like ChatGPT are here to stay, and their impact on IEP development is already being felt. The evidence suggests real potential, especially for supporting novice educators and promoting broader developmental focus areas in goals. But this isn’t about handing over the reins. It’s about integrating AI thoughtfully—preserving the professional judgment, ethical standards, and individualized care that define our field. If we can strike that balance, we may find that AI doesn’t replace the human element in IEPs—it reinforces it.
References
Rakap, S. (2024). Chatting with GPT: Enhancing individualized education program goal development for novice special education teachers. Journal of Special Education Technology, 39(3), 339–348. https://doi.org/10.1177/016264342312112951
Rakap, S., & Balikci, S. (2024). Enhancing IEP goal development for preschoolers with autism: A preliminary study on ChatGPT integration. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06343-03
Waterfield, D. A., Coleman, O. F., Welker, N. P., Kennedy, M. J., McDonald, S. D., & Cook, B. G. (2025). IEPs in the age of AI: Examining IEP goals written with and without ChatGPT. Journal of Special Education Technology, 0(0), 1–15. https://doi.org/10.1177/016264342513245925