The Effects of Experience-based Writing Instruction Program using Generative AI on the Writing Skills of Students with Intellectual Disabilities

This study aims to analyze the effects of an experience-based writing instruction program using generative AI on the writing skills of students with intellectual disabilities.Fourteen first-year middle school students with intellectual disabilities in a special class were selected as research participants.Seven students were assigned to the experimental group following a pretest-posttest control group design..In contrast, the remaining students were placed in the control group and only participated in the pre-and post-tests.The intervention is an experience-centered writing guide using generative AI, in which the teacher writes around the students' experiences and generates images through AI.The students write based on the images.The intervention included activities for students to correct and rewrite their writing through AI and present their writing.Considering the limited sample size, the evaluation data collected were analyzed using the Mann-Whitney U test, a non-parametric statistical method.The study results indicated that the writing skills of students who participated in experiencebased writing instruction using generative AI significantly improved compared to the control group in both quantitative and qualitative aspects.These results are significant because they confirm the potential of generative AI for special education.It also suggests ways to complement existing teaching and learning methods in special education.