How a Special Ed Class Built an AI Solution

“Start with the problem, right? Because it’s hard to just try to think of some fancy new project out of the blue. And it’s not worthwhile because you’re not really solving anything that helps anybody.”

That’s the impactful guidance from Patricia Ferris, a former Instructional Coach with the Learning Technology Center (LTC). She supported a group of students in developing an innovative artificial intelligence (AI) project. Their journey began with a straightforward yet inspiring idea: tackle a real-world challenge. Do something meaningful for kids.

Ferris partnered with Sarah Bird, a teacher at a special education cooperative who described herself as “not a techie.” While hesitant at first, Bird’s boundless enthusiasm for her students shone through. Her frequent greeting to Ferris—“What’s new? What’s going on? What do you have to show us today?”—captured her eagerness to embrace new ideas.

Around that same time, new tools such as Teachable Machine and Machine Learning for Kids became available. Ferris recognized an opportunity to bring these resources into Bird’s classroom. Bird’s steadfast belief that her students had “no limitations, no ceilings, and no ‘can’t dos’” provided the perfect foundation for experimentation and growth.

To strengthen the effort, Ferris invited Sarah Phelps, CS/STEM Manager at the LTC, to join. Phelps led a virtual session introducing students and teachers to AI concepts by building a simple sorter. They began with Code.org’s AI for Oceans. Then they progressed to using Teachable Machine to sort objects by color, laying the groundwork for a larger, more meaningful project ahead.

Over a multi-week process, each lesson built upon the previous as the teacher, coach, and students all mastered the AI tools. After a few weeks, Bird and Ferris decided it was time to make their AI learning more meaningful through project-based learning. They looked for a problem within their students’ world.

As students of the ECHO Joint Agreement – EASE Program, Bird’s students were all served by Individualized Education Plans. Each plan is different because each student in Bird’s class may have unique supports needed. Students in Bird’s class have complex disabilities, including cognitive, language, physical, health and/or vision needs. Though each plan is individualized, one common thread among them was many received services from support staff, including physical therapy, speech and occupational therapy.

This sparked a powerful question:

What if we could use AI to help students practice their OT exercises independently when their therapist wasn’t available?

“It was a win-win,” Ferris remembers. “The support staff wanted the students to practice more than their short session time allowed, so this was a great way to develop something to help them.”

With the support of Bird and the support staff, the students started training the AI. They learned through perseverance and grit; the recording didn’t always work, they stood too close, or their poses weren’t quite right. With each challenge, the students adjusted their data, training the machine to work exactly as they intended.

“Students worked collaboratively to test and improve each other’s models through Google Classroom,” Ferris said. “They went through probably five or six different iterations. The students were thrilled every time we’d work on the project.”

The students’ work culminated in a special presentation at IDEA’s Students for Innovation: Advocacy Day at the Illinois State Capitol. They proudly showcased their AI model and learning process to visitors.

They later presented their projects to other classrooms in their school. “Those students in Mrs. Bird’s classroom inspired teachers in other classrooms to start creating with their students,” Ferris said. “Teachers everywhere were so impressed with our kids, who normally aren’t seen in opportunities like this.”

When asked how she took on a project that felt so intimidating, Ferris’s answer was simple: “Oh, yeah, I wasn’t ready. In fact, I was really intimidated by computer science topics. But I knew I had a great Learning Network to ask questions and connect with.”

She relied on fellow LTC coaches, the LTC Community, and networking groups. That support made the difference. “That first virtual meeting with Phelps gave me so much confidence. Just going through the process with the class helped me feel better about using it.”

Ferris’s final advice: “Keep your eyes and ears open. Talk with your teachers and have those conversations that will lead you to exploring the next project with them.”

Patricia Ferris’s story and Sarah Bird’s students show what’s possible when educators embrace risk, students take ownership, and networks of support come together.

Coaches who register will get access to a toolkit including an AI Ethics & Safety guide (aligned with UNESCO guidelines), a design thinking workbook, pitch deck templates, and more. Timeline: registration opens Sept. 8, 2025, with an informational webinar on September 18.

Ready to bring this into your classroom? Sign up, gather your team, and translate what Sarah Bird’s class accomplished into something for your students.