TY - JOUR
T1 - Designing and Using Custom Chatbots to Support Students With Disabilities
T2 - An Educator’s Guide
AU - Drelick, Alicia M.
AU - Woodfield, Casey
AU - Freedman, Justin
N1 - Publisher Copyright:
© The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
PY - 2026
Y1 - 2026
N2 - This article presents a guide for designing and implementing educational chatbots tailored to support students with disabilities. Drawing on clinical simulation frameworks, the authors outline a four-step, tool-agnostic process: conceptualization, protocol design, technical design, and trials and revisions for creating customized chatbots using generative AI. These chatbots simulate authentic educational conversations, offering students personalized, safe spaces to build skills in areas such as self-advocacy and executive functioning. The article highlights the unique potential of chatbots to enhance special education, broadening instructional reach, and fostering individualized learning. Additionally, it provides examples of chatbot applications and guidance for educators on integrating them meaningfully into instruction. With AI increasingly embedded in educational environments, this work equips special educators with a practical, research-informed framework to navigate and leverage emerging technologies responsibly and creatively.
AB - This article presents a guide for designing and implementing educational chatbots tailored to support students with disabilities. Drawing on clinical simulation frameworks, the authors outline a four-step, tool-agnostic process: conceptualization, protocol design, technical design, and trials and revisions for creating customized chatbots using generative AI. These chatbots simulate authentic educational conversations, offering students personalized, safe spaces to build skills in areas such as self-advocacy and executive functioning. The article highlights the unique potential of chatbots to enhance special education, broadening instructional reach, and fostering individualized learning. Additionally, it provides examples of chatbot applications and guidance for educators on integrating them meaningfully into instruction. With AI increasingly embedded in educational environments, this work equips special educators with a practical, research-informed framework to navigate and leverage emerging technologies responsibly and creatively.
UR - https://www.scopus.com/pages/publications/105028255662
UR - https://www.scopus.com/pages/publications/105028255662#tab=citedBy
U2 - 10.1177/01626434261420392
DO - 10.1177/01626434261420392
M3 - Article
AN - SCOPUS:105028255662
SN - 0162-6434
JO - Journal of Special Education Technology
JF - Journal of Special Education Technology
ER -