Abstract
Artificial intelligence (AI) is increasingly shaping instructional practice across educational contexts, yet its role in preparing early childhood special education (ECSE) teachers for complex relational work remains underexplored. Facilitating Individualized Education Program (IEP) meetings requires educators to integrate legal knowledge, developmental data, interdisciplinary collaboration, and family priorities within emotionally nuanced conversations. Many pre-service teachers enter the profession without structured opportunities to rehearse these responsibilities.
This article argues that AI-supported simulation represents a practical and equity-oriented approach to strengthening teacher preparation. Grounded in family–professional partnership theory, anti-bias education, and practice-based pedagogy, this manuscript examines how simulation can support relational competence while promoting culturally responsive facilitation practices. Practical strategies for implementation within teacher preparation programs are provided, positioning simulation as a complement to clinical experiences rather than a replacement.
By enhancing professional readiness before candidates assume responsibility for high-stakes interactions, AI-supported preparation has the potential to improve family engagement, reduce inequities in participation, and strengthen early educational outcomes for young children with disabilities.
Recommended Citation
Shong, Jody L.
(2026)
"Empowering Pre-Service ECSE Teachers Through AI Simulation: Strengthening Family-Centered IEP Facilitation,"
Essays in Education: Vol. 32:
Iss.
1, Article 5.
Available at:
https://openriver.winona.edu/eie/vol32/iss1/5
Primary Author Bio Sketch
Jody Shong
Assistant Professor Early Childhood Special Education
Education Doctoral Student
Included in
Community College Leadership Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Leadership Commons, Educational Methods Commons
