Artificial intelligence (AI) has demonstrated significant utility in education, particularly in providing feedback, personalised learning paths, and reducing costs [1]. Despite its potential [2, 3], there is a notable gap in the literature on AI’s role in inclusive educational planning and IEP (Individualised Education Plan) compilation [4]. This study presents the results of interventions aimed at assessing the perceived usefulness of AI and the CONALI Ontology by trainee special education teachers during IEP compilation. Conducted with teachers across all educational levels, the study investigates whether AI and CONALI are beneficial for IEPs for students of all ages. The research verifies the effectiveness of AI combined with the CONALI Ontological framework by Maffei [5–7], guiding teachers to identify Specific, Measurable, Achievable, Realistic, and Time-bound (SMART) educational goals. Exercises and validated questionnaires were administered to 391 teachers from early childhood, primary, lower secondary, and upper secondary education. Initially, teachers were introduced to the IEP’s Section 5, emphasising SMART objectives. They then completed this section for a hypothetical student with disabilities. Next, the CONALI Ontology was introduced, showing its utility in aligning educational objectives with teaching activities and assessment methods. Teachers then completed a second IEP with CONALI support and evaluated their design experience via a questionnaire. Finally, they used the AI tool ChatGPT, in conjunction with CONALI, to compile a final IEP. Results showed that teachers perceived ChatGPT and CONALI as useful and effective. The Ontology was confirmed as a valuable tool for identifying SMART objectives aligned with intervention strategies and assessment methods. AI, supported by CONALI, effectively accelerated the IEP compilation process, enhancing engagement, motivation, and learning quality.