Using Generative AI to Make Learning More Accessible in Higher Education
This report gives you concrete, real-world examples of how generative AI is already supporting students with disabilities—and it raises important questions about access, training, and policy. I recommend it for anyone looking to explore the accessibility potential of AI tools in college classrooms.
The rapid growth of generative AI (GenAI) has raised concerns in postsecondary education (PSE) about cheating, academic integrity and the value of credentials in an increasingly digital future (Vanzella Yang & Stadnicki, 2024; Bin-Nashwan et al., 2023; Chan, 2023; KPMG, 2023; Reid, 2023). These issues, while critical, often overshadow the positive potential of GenAI to make learning more accessible for students, including those with disabilities. Canadian PSE students who use GenAI report improvements in the quality of their work, their understanding of course materials and their overall learning experience; they use these tools to generate ideas, aid in research tasks and receive feedback on their writing (Academica Forum, 2024; Vanzella Yang & Stadnicki, 2024; KPMG, 2023). Researchers in other jurisdictions have gathered evidence of how GenAI can support K–12 and PSE students with learning disabilities and other accommodation needs (Bhatti et al., 2024; Garg & Sharma, 2020). More broadly, a 2023 US-based study argued that GenAI “has the potential to reshape teaching and learning methodologies, enhance student engagement, and improve overall educational outcomes” (Easwaramoorthi et al., 2023).