Introduction: Changing the Narrative
If you walk into a school meeting and say, "I want my child to use ChatGPT," the answer will likely be "No."
Many schools still view Artificial Intelligence (AI) primarily as a cheating tool. However, for students with dyslexia, ADHD, or processing disorders, AI is not about cheating—it is about access. It is a form of Assistive Technology (AT) that removes barriers so your child can show what they actually know.
This guide will help you change the conversation from "cheating" to "supporting," so you can advocate for the tools your child needs.
Step 1: Learn the "Magic Words"
When speaking to school administrators, using the right terminology is crucial. Do not call it "using AI shortcuts." Call it Assistive Technology (AT).
Under federal laws (like IDEA in the US), schools are required to consider AT for every student with an IEP.
Instead of: "Can he use AI to write his essay?"
Say: "I would like to request speech-to-text or predictive text accommodations to support his written expression deficits."
By framing AI tools as AT, you move the conversation into a legal and educational framework that schools understand.
Step 2: Focus on the Barrier, Not the Tool
Teachers want to know why a student needs a specific accommodation. Focus on the specific problem your child faces and how the tool solves it.
If the Barrier is... | The AI Solution (AT) is... |
Reading Fatigue: "He understands the concepts but gets tired after reading two pages." | Text-to-Speech: Tools like Speechify or Microsoft Immersive Reader allow him to listen to the text while following along. |
Task Paralysis: "She is overwhelmed by big projects and doesn't know where to start." | Executive Function Support: Tools like Goblin Tools break big tasks into small checklists. |
Processing Speed: "He misses instructions because the teacher speaks too fast." | Transcription: Tools like Otter.ai provide a transcript so he can review what was said later. |
Step 3: Propose a "Trial Run"
Schools are often hesitant to write new technology permanently into a legal document (IEP) right away. If they say no, suggest a pilot program.
Ask: "Can we try this tool for 4 weeks for just one subject? We can track the data to see if his completion rate improves."
This lowers the risk for the school. If the data shows your child completed 100% of their homework using the tool vs. 20% without it, the argument for keeping it becomes undeniable.
Step 4: Address the "Cheating" Fear Head-On
Teachers are validly worried that AI will do the thinking for the student. You need to reassure them that you value learning, too.
Propose "Guardrails" for how the AI will be used:
The "Glass Box" Method: Your child keeps a version history (Google Docs) so the teacher can see the editing process.
Oral Defense: Your child agrees to answer 3 questions about their essay to prove they understand the topic.
Process vs. Product: Explain that for some assignments, the goal is generating ideas (where AI helps), while for others, the goal is mechanics (where AI might be restricted).
Conclusion: You Are Part of the Team
Remember, you and the teacher have the same goal: your child's success. Approach the meeting as a partner, not an adversary. By coming prepared with specific tools, data, and a willingness to compromise, you can turn AI from a banned substance into a bridge for learning.
