Samantha R. Goldman, Sean J. Smith, Vicki Peyton, Adam Carreon, Amber Rowland, Maggie Mosher
This pilot study explored how preservice teachers (PSTs) use generative artificial intelligence (AI) to create disability reference handouts by comparing a ChatGPT group to a traditional search group. Thirty preservice general and special educators enrolled in an introductory special education course at a Midwestern U.S. university were assigned to one of two conditions. Handouts were evaluated with a rubric aligned to a widely used textbook, assessing definitions, characteristics, instructional challenges, and strategies. ChatGPT handouts were at least as accurate as traditional ones. Participants reported positive experiences using AI. Findings suggest that AI can support PSTs’ knowledge acquisition, warranting further study of specialized AI in preservice education.