AI and the future of SEN: A practical guide to the government’s new vision

AI is rapidly reshaping education, and for special schools, this brings both exciting opportunities and critical challenges. While AI has the potential to enhance inclusion, personalise learning and ease teacher workloads, concerns around data security, safeguarding and responsible implementation remain front and centre. Recent government announcements offer some direction, but do they provide the clarity that special schools need to innovate safely with AI?

In this guest blog for NASS, Darren Coxon, Co Founder of Kompass Education and a recognised expert in AI for education, unpacks these recent announcements and explores what they will mean for the future of AI in SEND education. NASS is currently partnering with Darren on a first-of-its-kind AI pilot programme for special schools, involving 11 of our member schools and exploring how AI can support a wide range of SEND needs.

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We're entering a transformative era in education, where AI promises to profoundly disrupt and reshape teaching and learning. For teachers and leaders in SEN schools, this is both encouraging and concerning: whilst we recognise the potential for AI to support inclusion and give students more ownership of their learning, there are many issues around data security, safeguarding and misuse that we must take into consideration. The recent government announcements give some comfort, but in many ways lack the clarity that SEN schools need, in order that they are able to innovate safely with AI.

Let's explore these announcements and their impact on the future of SEN.

Announcement 1: "Generative AI in Education" - The DfE's Policy Paper

The Department for Education's policy paper, "Generative AI in Education," outlines how AI might be integrated into schools and colleges. It both addresses the broader educational landscape and offers a glimpse into the future of genuinely personalised learning. The government wants AI to support every student, regardless of need. Recent AI advancements make this increasingly possible. It’s encouraging that the government recognise the importance and potential of AI to support greater inclusion.

The policy paper also acknowledges AI’s potential to reduce teacher workload. In SEN settings, where paperwork and complex caseloads are challenges, AI could automate tasks like assessment, lesson planning, and managing learning plans and reviews. This would free up teachers to focus on providing direct, individualised support to students. After meeting with special school leaders nationwide (as part of a pilot with National Association of Special Schools (NASS)), this is the area they hope AI can most support. It’s less about AI revolutionising education, and more about using it to support greater efficiency. This is understandable.

With advancements come important ethical considerations, especially concerning data protection and security. The DfE paper emphasises this, and it's a point that resonates within the SEND community, where student information is often highly sensitive. AI tools must comply with data protection regulations and prioritise student safeguarding. This is explored in more depth below.

Announcement 2: "Generative AI: Product Safety Expectations" - The DfE's Guidance for Developers

The DfE's second key announcement, "Generative AI: Product Safety Expectations," provides a framework for developing safe and ethical AI tools for schools. Although aimed more at developers, this guidance offers insights for schools selecting and implementing AI solutions.

The guidance emphasises the need for robust filtering mechanisms within AI tools to prevent students from accessing harmful or inappropriate content, especially in SEN settings where students are more vulnerable to online risks. It stresses the importance of monitoring and reporting capabilities for schools to track AI activity and address concerns promptly.

User security is another key area. Secure authentication and access controls are essential to protect sensitive student data and prevent unauthorised use of AI tools. The announcement reinforces the need for strict adherence to data protection regulations, with clear guidelines on how AI tools should collect, process, and store student data.

Finally, the guidance addresses intellectual property. It clarifies that AI tools shouldn't infringe on copyright, underscoring the need for schools to obtain consent when using copyrighted material, including student work. This is relevant if you're considering using AI for generating learning materials or assessment and reporting on progress.

Announcement 3: The Prime Minister's "AI Opportunities Action Plan"

The Prime Minister's recent speech, "AI Opportunities Action Plan," signalled a strong governmental commitment to harnessing AI for national growth, including a commitment to AI in education. The speech highlighted AI's potential to improve learning outcomes and support teacher workload.

While the speech didn't specifically address SEN, the emphasis on personalised learning and improved outcomes aligns with the needs and goals of SEN schools. It suggests a growing recognition of the transformative potential of AI for students with special educational needs. The promised review of AI in education could pave the way for increased funding and resources for developing and implementing AI tools in SEN settings. While the announcement fell short of expectations, it's encouraging that the government recognise the potential of AI in education and is prepared to invest in its development, as well as wishing to listen to schools in order that AI use is optimised.

The Path Forward

These three announcements outline an exciting yet complex future for AI in education. All leaders and teachers of SEN have a vital role in shaping this future. We must ensure that AI creates a more inclusive, impactful, and inspiring learning experience for all students, while supporting staff workload to give teachers and leaders more time to focus on supporting academic and pastoral development. There is much to be done, and whilst the government has made a start, we hope for more practical advice and guidance in the coming months.

With that in mind, I am delighted to be working with the National Association of Special Schools (NASS) on a pilot project with 11 NASS schools this year, where we will explore how AI can support a wide range of SEND. We will share our findings with the broader community, to ensure we all learn together. This will help us to make the most of AI’s many benefits, in a safe and secure way. Kick-off calls have begun, and I will be visiting these schools in February and March to better understand their needs, before designing training and development programmes along with opportunities to network. It promises to be a deeply informative and innovative few months and sees NASS leading the way with innovative solutions for SEND students.