Grounding innovation in student needs.
GUEST COLUMN | by Sharon Plante
As the conversation around AI in education accelerates, so does the pressure to jump on the newest tools. But for those of us who serve students with language-based learning disabilities, ADHD, and executive function challenges, this is not just another edtech trend. It’s a defining moment. Implementing AI without thoughtful intention risks deepening the very inequities we’re trying to dismantle.
‘Implementing AI without thoughtful intention risks deepening the very inequities we’re trying to dismantle.’
That’s why we must keep the learner at the center. A human-centric approach to AI means starting with purpose, not novelty. It means asking, “How can this help my students access learning in a way that builds on their strengths?” rather than, “What can this tool do?”
In my decades of educational experience, I’ve seen many flashy tools that look promising at first glance but crumble under the reality of student needs. An AI-generated summary might appear helpful, but it’s useless to students who struggle with decoding or have trouble organizing their thoughts.
From Flashy Tools to Meaningful Supports
What works best for students with learning differences is often not high-tech – it’s high-impact. That might mean chunking information into digestible parts, simplifying without watering down, or offering audio support with visuals to reinforce understanding. AI tools that make these supports customizable and accessible can be game-changers. They empower students to engage, understand, and demonstrate what they know on their terms.
At The Southport School, an independent day school serving learners with language-based learning differences and ADHD, we’ve started integrating select AI tools that scaffold learning without replacing the human connection.
‘…we’ve started integrating select AI tools that scaffold learning without replacing the human connection.’
In a fifth-grade project on early American colonies, a teacher designed a virtual “room” where students could interview historical figures, providing an accessible, scaffolded interaction that put the students in the driver’s seat. For the student whose decoding is several grade levels below their comprehension, this meant they could engage deeply without being overwhelmed by dense text. The AI tool provided short, accessible responses that honored their curiosity and capability. This is what meaningful support looks like: meeting students where they are and helping them grow from there.
Executive Function and the Power of Structured Support
Students with Executive Function challenges often struggle with planning, organizing, and initiating tasks, especially writing. AI can reduce that initial overwhelm by helping students get started, offering scaffolded outlines, and providing rubric-aligned feedback before a draft reaches the teacher. The goal isn’t to replace teacher input but to create space for student agency, giving them tools to take ownership of the writing process and reduce the cognitive load.
We teach our students to be active participants in their learning. When used thoughtfully, AI supports that mission, not by thinking for them, but by removing the barriers that often prevent them from demonstrating what they truly understand.
‘…AI supports that mission, not by thinking for them, but by removing the barriers that often prevent them from demonstrating what they truly understand.’
Designing with Learning Differences in Mind
Too often, edtech is designed for the “average learner,” with accessibility features tacked on later. Instead, if we begin by designing for those who need the most support, we end up with tools that work better for everyone.
Options for audio output, simplified language, scaffolded information access, chunked content, and built-in organizers support all learners. These features foster independence rather than dependence.
I’d encourage edtech developers to think about how a student with dyslexia or ADHD might use your tool and build from the following questions: Could they access it without an adult? Would it highlight their strengths or reinforce their challenges?
Teachers: Still the Heart of the Work
No matter how advanced AI becomes, the teacher is still the engine of good instruction. At The Southport CoLAB, where we train educators in evidence-based learning practices, we emphasize integrating AI into intentional, student-centered teaching, not layering it on top.
AI has significant potential to transform learning, but only if we keep humans, especially our most vulnerable learners, at the center. That means designing tools that build confidence, increase access, and promote independence.
When we do that, everybody wins.
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Sharon Plante is the Director of Education and Instructional Technology at The Southport School, and an integral member of The Southport CoLAB, bringing to both a wealth of experience from her work in public and private schools. Sharon is a classroom educator certified Orton-Gillingham tutor (CE/AOGPE), who uses her training and understanding of technology to empower students with learning differences. She is the co-author of Using Technology to Engage Students with Learning Disabilities. Connect with Sharon on LinkedIn.
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