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).

Brenda showcases how generative AI can support students with disabilities, particularly those with invisible disabilities such as ADHD, dyslexia, and dysgraphia. From redefining assistive technology to providing practical examples, Brenda discusses how AI tools like text prediction, interactive reading aids, and culturally relevant examples enhance learning and inclusivity in the classroom. The video covers practical steps educators can take to ethically incorporate AI and highlights the importance of critical thinking skills as students learn to navigate AI in education.

Thomas Tobin: Well, the key here is that it used to be up to the designer or the instructor to create and provide the multiple means of engagement, representation, action and expression for the learners, the 3.0 version of the universal design for learning guidelines recognizes that artificial intelligence and other tools now put the ability to create in everyone’s hands. So the verbs changed from provide to design. This acknowledges that we can both give UDL options and teach learners how to recognize and craft their own customized options as well. For example, before large language models came along, if I wanted a text version of a video clip or I wanted to hear it in another language. I had to rely on humans for those transformations. Now I can ask AI tools to create the alternatives I’d like, and then, and this last part is crucial, do a double check with the humans who have the skills to be able to say, yes, that’s accurate and trustworthy,