What could the future hold for AI in education?

Technology has huge potential to support inclusion in education says Alison Eason, head of the Additionally Resourced Provision (ARP) at Chalgrove Primary School.

The government’s recent guidance on the use of AI in schools will be welcomed by many teachers wanting to strike a better balance between the administrative parts of the job and their teaching.

AI may only just be making its way into schools, but emerging technologies are already being used by teachers to create exciting, engaging and inclusive lessons for their pupils.

In my role as head of Forest Lodge, Chalgrove Primary School’s Additionally Resourced Provision (ARP), I’ve seen first-hand how the right tools can enable pupils with complex needs to express themselves, explore their creativity, and discover the world around them in their own way.

What’s crucial now is that education policy keeps up with advances in technology so that schools can continue to use these tools and ensure every child feels able to achieve all that they are capable of.

Engaging children in learning

The government has pledged to improve support for children with Special Needs and Disabilities (SEND) in mainstream classrooms. Technology has an important role to play in helping to deliver this.

Some pupils with additional needs, such as autism and ADHD, may be impulsive or easily distracted, which can sometimes disrupt the flow of a lesson. We have found a little friendly competition can be a great way to encourage and reward a child or reinforce positive behaviour.

Our pupils have their own avatar displayed on the whiteboard and they are rewarded throughout the day with Dojo points. This could be for taking turns, following instructions, trying something new, or showing kindness to a classmate, for example.

The children love receiving recognition in this way. They know when it happens too, as they hear a familiar sound and their avatar will suddenly start dancing.

Instant feedback helps to engage pupils in what they are doing. They can see how their actions lead to the rewards too, which boosts self-esteem and positivity, and provides a stimulating incentive to keep the children motivated.

Supporting children with communication needs

Reducing the number of children starting school with speech, language and communication needs is a significant priority in the evolving national SEND policy.

There is some wonderful assistive technology now available that supports non-speaking children, or those with speech and language needs, to communicate more independently and confidently.

We had one child with limited verbal speech who would often stay quiet when an adult unfamiliar to them entered the room. Since using a tablet app that includes Widgit Symbols and visual prompts, he can now tap out messages such as “Hello”, “I like dinosaurs” or “My favourite food is noodles” with the text and images instantly shown on screen. This means he no longer relies on an adult to interpret for him, and we’ve seen a noticeable increase in his confidence and independence as a result.

Another child with dyspraxia, who found it difficult to write with a pencil, used the symbols online to type his own Greek myth, with the visuals key to the story. When we covered Icarus, vocabulary like ‘feathers’, ‘flight’ and ‘sun’ appeared as symbols above the text on screen. This allowed the child to choose their own words and tell a detailed story they were so proud to share.

Just as technology can support communication, it also helps children explore their creativity and gain confidence in new ways.

Encouraging creativity

There’s growing recognition among education policymakers of the importance of creativity for helping children to develop skills for life and the future workplace.

At our school, children really enjoy using simple programming tools like ScratchJr to create their own animated scenes and characters, from forest adventures to space journeys. They add basic coding to decide how their characters move, interact and speak, which is a fun and imaginative way to build digital skills while encouraging storytelling and problem-solving.

Programming software can also help children understand mathematical concepts such as co-ordinates, which can often be a simple and exciting way to capture the attention of a neurodivergent child who might otherwise struggle to focus when the classroom is noisy or busy.

Future education policy

There may be potential for AI to support inclusive education in the future, but policy will need to evolve to keep pace as the technology develops over time.

There are so many new and interesting ways technology can be used to help children with SEND communicate, develop new skills, learn and play alongside their peers.

With the right tools, schools can create memorable learning experiences for their pupils that help them progress and develop at their own pace. This, after all, is the foundation for an inclusive classroom.

Alison Eason is head of the Additionally Resourced Provision (ARP) at Chalgrove Primary School, and winner of Nasen’s 2024 Changemaker of the Year award for her work supporting students with dyslexia, dyspraxia and ADHD.