New and advancing artificial intelligence tools can be effective accommodations for students with disabilities to support their participation in the general education curriculum. But accommodations are not instruction. IEP teams will need to carefully consider when such tools are appropriate and when specialized instruction in underlying skills is warranted. Teams should also take care not to overlook learning gaps when students independently employ AI tools as compensatory strategies to mask lagging skills. A recent Tennessee case highlights this issue and reminds teams that grades may not provide a clear signal of a student’s progress.