164 TEACHING Exceptional Children, Vol. 53, No. 2, pp. 164–167. Copyright 2020 The Author(s). DOI: 10.1177/0040059920964719 I n response to the COVID-19 pandemic, school closures across the country have altered the way educators teach and provide services to students. Engaging technologies in learning environments have become the primary mechanism delivering curriculum and maintaining the intellectual wellbeing of students. Even with social distancing restrictions in place, special educators must continue providing academic, behavioral, social, and emotional-related services to students with individualized education programs, most often with little guidance (Goldschmidt, 2020; Hamilton et al., 2020). Due to the rapid shift from traditional learning to distance learning, there is a need for ongoing and additional resources to address remote instruction (Hamilton et al., 2020). Harnessing interactive and adaptive technologies to marshal pedagogically sound practices into the home setting will be crucial to successful e-learning. Artificial Intelligence With the accelerated expansion of technologies across the K–12 curriculum, students’ opportunities to engage with education-focused artificial intelligence (AI) software have increased (Touretzky et al., 2019). AI is described not as a cognitive process but as a multitude of components that constitute intelligence, such as problem solving, perception, and language identification; researchers have been able to develop AI software that mimics human decision making from its experiences (Lodhi et al., 2018). Society has more access to and interacts with AI devices more regularly and intimately than previous generations (McCarthy, 2007; Touretzky et al., 2019). Amazon Alexa Students are beginning to interact with and orient themselves to AI through the use of home devices, such an Amazon Alexa (Jones, 2019). Many families and educators already have an Alexa device in their home that provides simple interactions with immediate feedback. Users can access Alexa’s built-in functionalities, such as using search engines, providing weather information, or playing their favorite song (Wang, 2017). Alexa refers to these capabilities as “skills” and are the programmed applications that create experiences for users when they interact with their devices. Any developer with knowledge of code can build the skills through the Alexa Voice Service platform (Amazon Alexa, n.d.). Amazon also provides users with premade blueprints for Alexa that are shells of skills made to be used by users of all technological abilities. The blueprints offer the average user guidance to create customized and personal voice user interface activities. As virtual assistants’ capabilities continue to multiply, the blueprints provide conversational frameworks of short exchanges that offer endless opportunities for practice (Rosell-Aguillar, 2018; Skidmore & Moore, 2019). As these technologies become more commonplace, we should begin looking toward how we can adapt these tools to be used by individuals with disabilities (Liu & Mihalilidis, 2019). The aim of home-based assistance interfaces was not to educate users; however, the software TCX Assistive Technology at Work Using Amazon Alexa as an Instructional Tool During Remote Teaching Christopher R. Emerling, Sohyun Yang, Richard A. Carter, Ling Zhang, and Tifany Hunt