Adoption of Generative AI Tools by Students with Disabilities in Schools/Colleges

The use of generative AI in education raises concerns primarily due to its impact on academic integrity. However, some researchers believe it could significantly help students with disabilities. So far, there has been no research on how these students use generative AI for academic writing. Based on a previous interview study and an AI-literacy model, we surveyed students about their use of generative AI, receiving 100 valid responses out of 5,000 from students with disabilities. We identified key conditions affecting writing, such as ADHD, dyslexia, dyspraxia, and autism. The primary generative AI tools employed were chatbots, particularly ChatGPT, along with rewriting applications. These tools were employed for various academic writing tasks. Main concerns expressed by students with disabilities included the inaccuracy of AI responses, potential threats to academic integrity, and the cost of subscriptions. Students also demonstrated a strong interest in being involved in AI policy development and expressed a desire for schools/universities to offer training on generative AI. Inspired by the daily experiences of my daughter, Saanvi, who has autism spectrum disorder (ASD), this research explores the potential of generative AI to enable more inclusive and equitable educational strategies. The paper concludes with recommendations for addressing educational gaps and promoting inclusivity.