This qualitative study examines how artificial intelligence functions as a policy actor within special education systems in local school districts across P to 16 education. Guided by Disability Critical Race Theory and Critical Policy Analysis, the study draws on interviews with special education professionals and analysis of institutional documents, including district guidance and internal protocols. Findings show that AI is framed as neutral and efficient, yet it reproduces ableist and racialized norms, constrains professional judgment, and operates amid policy silence. The study underscores the need for equity centered governance of AI in special education.
Ellis et al. (Tue,) studied this question.
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