Use AI for workload, not pedagogy: Prioritising teacher expertise and protecting high expectations for pupils with SEND

Featured image source: Wes Cockx & Google DeepMind / https://betterimagesofai.org / https://creativecommons.org/licenses/by/4.0/ ELLY PLANT, JASMINE LEONARD AND ROBBIE COLEMAN, PROXIMA EDUCATION, UK Introduction Inclusion is increasingly in the spotlight, with schools seeking to strengthen provision for pupils with special educational needs and disabilities (SEND). This shift is driven both by rising numbers of pupils with SEND in mainstream settings and by recent inspection changes that place greater emphasis on high expectations, effective identification and targeted support. At the same time, teachers are increasingly considering the role that artificial intelligence (AI) could play within schools. It is therefore unsurprising that some are exploring using AI tools to support SEND provision. This article seeks to make the case that at this time teachers should use AI for workload, and not pedagogy, based on an assessment of AI-generated responses to SEND scenarios. Wh