Artificial Intelligence (AI) is gaining importance in the field of education (Chen et al., 2020). Despite its widespread use to assist teachers (Pratama et al., 2023; Baidoo-Anu Ansah, 2023), there’s a gap in literature on AI’s role in instructional design, particularly for students with disabilities. This study explores the perceptions of 114 support teachers on using ChatGPT and the CONALI Ontology (Maffei et al., 2016) for creating Individualized Education Plans (IEPs). In the first phase of the study, teachers were trained on how to identify objectives, teaching and learning activities and assessment methods within the IEP, following the CONALI ontological framework and constructive alignment (CA) (Maffei et al., 2022). After verifying their perceptions of the experience through an initial validated questionnaire, a second exercise was conducted, in which the experimental group applied the CONALI framework in combination with ChatGPT to fill in the IEP. At the end of the exercise, a second questionnaire was handed out to collect participants’ perceptions of the experience and to assess the effectiveness of ChatGPT and CONALI in designing the IEP. Descriptive analysis revealed that the combination of ChatGPT and CONALI was perceived as useful in IEP design. Ontology was confirmed as a useful tool for identifying SMART training objectives and aligning them with intervention strategies and assessment methods in the IEP. AI, supported by CONALI, was seen as an effective tool for instructional design, speeding up IEP completion and promoting engagement, motivation, and learning quality.