Evaluating the Use of ChatGPT in Preservice Special Education Courses for Creating Instructional Handouts on Disabilities.
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| Title: | Evaluating the Use of ChatGPT in Preservice Special Education Courses for Creating Instructional Handouts on Disabilities. |
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| Authors: | Goldman, Samantha R. (AUTHOR), Smith, Sean J. (AUTHOR), Peyton, Vicki (AUTHOR), Carreon, Adam (AUTHOR), Rowland, Amber (AUTHOR), Mosher, Maggie (AUTHOR) |
| Source: | Learning Disability Quarterly. Aug2026, Vol. 49 Issue 3, p147-159. 13p. |
| Subjects: | Generative artificial intelligence, Scale analysis (Psychology), Pearson correlation (Statistics), Professional practice, Attention-deficit hyperactivity disorder, T-test (Statistics), Teaching aids, Evaluation of human services programs, Clinical trials, Autism, Pilot projects, Statistical sampling, Educational technology, Affective disorders, Chi-squared test, Mann Whitney U Test, Descriptive statistics, Professions, Control groups, Pre-tests & post-tests, Intellectual disabilities, Developmental disabilities, College teacher attitudes, Research methodology, Language disorders, Special education, Evidence-based medicine, Asperger's syndrome, Speech disorders, Data analysis software, Chatbots, Sensitivity & specificity (Statistics), Information-seeking behavior, Evaluation |
| Geographic Terms: | United States |
| Abstract: | This pilot study explored how preservice teachers (PSTs) use generative artificial intelligence (AI) to create disability reference handouts by comparing a ChatGPT group to a traditional search group. Thirty preservice general and special educators enrolled in an introductory special education course at a Midwestern U.S. university were assigned to one of two conditions. Handouts were evaluated with a rubric aligned to a widely used textbook, assessing definitions, characteristics, instructional challenges, and strategies. ChatGPT handouts were at least as accurate as traditional ones. Participants reported positive experiences using AI. Findings suggest that AI can support PSTs' knowledge acquisition, warranting further study of specialized AI in preservice education. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This pilot study explored how preservice teachers (PSTs) use generative artificial intelligence (AI) to create disability reference handouts by comparing a ChatGPT group to a traditional search group. Thirty preservice general and special educators enrolled in an introductory special education course at a Midwestern U.S. university were assigned to one of two conditions. Handouts were evaluated with a rubric aligned to a widely used textbook, assessing definitions, characteristics, instructional challenges, and strategies. ChatGPT handouts were at least as accurate as traditional ones. Participants reported positive experiences using AI. Findings suggest that AI can support PSTs' knowledge acquisition, warranting further study of specialized AI in preservice education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07319487 |
| DOI: | 10.1177/07319487261450954 |
