The US Department of Education's *NEW* Guidance for AI Use In Schools- A Response
On Tuesday July 22nd, the US Department of Education released new guidance encouraging schools to use federal funds to adopt AI tools. This is a big opportunity for neurodiverse learners, especially those with ADHD, if AI is used responsibly. With thoughtful design, AI can support executive functioning, reduce overwhelm, and personalize learning. But it must be guided by educators, include families, and center human connection. Public comments are open until August 20.
TLDR: The DOE just endorsed using federal funds for AI in schools. This is a major opportunity for supporting neurodiverse learners—if AI is used responsibly. It must enhance human connection, support executive functioning, and be shaped by teachers and families. Comments are open through August 20.
Here's the Newsletter's full review of the DOE's Guidance
AI in Schools: What the New DOE Guidance Means for Neurodiverse Learners
On July 22, the US Department of Education released new guidance on the use of artificial intelligence (AI) in education. The Dear Colleague Letter outlines how federal grant funds can be used to support the responsible integration of AI in schools, and a proposed supplemental grantmaking priority focuses on AI-powered tools like high-impact tutoring, personalized learning, and college and career navigation.
It is a timely move and an important one.
For those of us who work in neurodiversity, special education, or inclusive learning environments, this guidance opens the door to something we’ve long needed: tools that adapt to learners, rather than forcing learners to adapt to rigid systems.
AI and Neurodiversity: A Real Opportunity
AI has the potential to do more than make classrooms efficient. It can make them more humane, especially for students who learn and think differently.
For students with ADHD, autism, dyslexia, or other neurodivergent profiles, well-designed AI tools can:
Support executive functioning with reminders, structure, and pacing
Reduce cognitive overload and support sustained attention
Provide personalized prompts, scaffolds, and feedback
Help students plan, prioritize, and act without shame or overwhelm
The promise is real, but only if we build and use AI tools with intention.
The DOE Got One Thing Very Right
The Department’s guidance emphasizes responsible adoption, including:
Data privacy protections
Ethical use of student data and AI outputs
Transparency and explainability
Involvement of teachers, families, and students in decisions
This is not about replacing educators, but equipping them. The best use of AI will always be in service to human connection and not as a substitute for it.
Where We Go From Here
This guidance signals a shift, but the outcome will depend on how districts and developers respond. As professionals, we have a chance to lead that response.
Here’s what we need to keep front and center:
Inclusion is not optional: Neurodiverse learners must be part of AI design and implementation from the start.
Professional development is key: Teachers need training not just on how to use AI tools, but how to use them well.
Families must be involved: They bring critical insight into what works and what harms.
We need more listening: To students. To teachers. To those on the margins.
The Department is accepting public comments on its proposed AI priority until August 20. I hope many of us will weigh in… not just to shape the grant language, but to ensure this movement reflects our shared values.
Let’s use this moment to build something better. For all learners.
