Supporting Meaningful Participation: Writing AI Prompts to Adapt General Education Texts for Students with Intellectual Disabilities

Presenter(s)

Event Details

Topic:

instruction, literacy & inclusion

Format:

Subject Level:

beginner

Age Span:

kindergarten - grade 6
grades 7-12
adult

Target Audience:

AT specialist
autism specialist
consultant
educator
family member / caregiver
K-12 administration
occupational therapist
paraprofessional
physical therapist
special educator
speech language pathologist
university professor / personnel

Professional Development Credits

IACET CEUs:

0.01

ACVREP CEs:

1

Presentation Length: 1 hour

Location:

Atrium 4

Description:

This session will teach participants how to use AI prompting tools, including ChatGPT, to adapt grade-level text for K–12 students with intellectual disabilities who need or use AAC. Participants will learn a systematic approach to writing effective prompts that simplify vocabulary, adjust reading levels, and preserve key content, making academic materials more accessible. The session will model examples of adapted materials and guide attendees through hands-on practice adapting general education science, social studies, and ELA texts. Teachers and paraprofessionals will leave with ready-to-use strategies and templates for promoting meaningful participation in inclusive classrooms through AI-supported text adaptation.

Learning Outcomes:

As a result of this activity, participants will be able to:

• Describe three barriers students with intellectual disabilities and AAC needs face in accessing grade-level academic texts.

• Evaluate AI-adapted materials for appropriateness based on reading level, language structure, and content accessibility and be able to adapt sample grade-level science, social studies, and language arts texts using systematic prompting strategies.

• Apply practical strategies to Write effective AI prompts that adapt academic texts for K–12 students with intellectual disabilities and AAC needs to promote meaningful participation in general education classrooms.

Disclosures:

Financial Disclosures: Sharon Redmon consults as an Assistive Technology and special educator consultant for her private practice. Sharon has presented a variety of webinars for different national conferences and private organizations as well the Special Education Tech Center (SETC) in Washington State and CTG Webinar series for financial compensation. She receives funding from the AAC Leadership grant (U.S. Department of Education, H325D220021) at Pennsylvania State University.

Non-Financial Disclosures: Sharon Redmon serves as a member of the Education Committee for USSAAC, and The Wisconsin AAC Network and is a founding member of WATRN. She has presented past webinars for AAC in the Cloud and Closing the Gap.