By Ava Sterling | PORTLAND – 2025/09/11 12:21:50

For JILLIAN, a high school freshman, every action requires careful planning and often relies on interpretation by others. JILLIAN, who has cerebral palsy and autism, is non-verbal, uses a wheelchair, requires a GI tube for feeding, and has limited control over her body.

Despite these challenges, JILLIAN has always been fascinated by technology’s potential to assist her. She began using an eye transfer board, a simple tool for “yes” or “no” answers. At eight, she discovered the Tobii eye-tracking device, enabling her to control a computer and communicate using only her eyes. “The hardest part,” her dad MICK says, “was knowing she had so much to say, but no way to share it.”

After a six-year wait for approvals, JILLIAN received her Tobii, transforming her world. Realizing she could change a streaming channel independently, she understood her newfound autonomy. At the hospital, she used her device to communicate her needs to nurses. “That was profound,” MICK remembers. “She could finally tell us what her body needed.”

AI: A New Frontier in Assistive Technology

“The hardest part was knowing she had so much to say, but no way to share it.”

According to BRUCE ALTER, a physical therapist and assistive technology consultant, artificial intelligence (AI) is revolutionizing education for students with diverse needs.”This is the first time we’ve had the tools that are needed for the moast severely disabled kids to fully express themselves and to achieve and to have high academic achievement.”

ALTER, who has learning disabilities, has dedicated years to creating solutions for students whose intelligence surpasses the available tools. Many rely on augmentative and choice interaction (AAC) to support or replace speech. However, the challenge lies in integrating these students into the classroom, such as enabling them to take notes or participate in discussions.

“Imagine trying to wriet a paragraph while half your attention is on how to physically get each word out, and the other half is desperately trying to hold onto the thought you started with,” ALTER explained. AI is changing this dynamic. He developed a system that transcribes keywords and uses a large language model to generate full responses. By tailoring a core vocabulary and adding predictive text, AI suggests words and phrases, accelerating communication without compromising choice. Students can now write complex thoughts and refine them, just like their peers. AI also adapts to students’ communication styles, promoting autonomy and independence while assisting educators.

“This is the first time we’ve had the tools that are needed for the most severely disabled kids to fully express themselves and to achieve.”

the impact is important. HARPER,a third-grader with cerebral palsy,was often underestimated. Using AI,she wrote and delivered a farewell speech,showcasing her intelligence.For ALTER, this highlighted the potential when communication barriers are removed and expectations are raised.

AI extends beyond speech. For visually impaired students, smartphones can read text from photos. AI can generate alt text for charts, customize reading materials, and tailor assignments to match students’ interests.

Inclusive Design and Research

Research supports integrating edtech and AI into education for learners with disabilities, provided the tools are responsibly designed and implemented. The Rapid Online Assessment of Reading, an AI-supported project by the Stanford Accelerator for Learning, screens for reading difficulties in California. The Autism Glass Project at Stanford uses machine learning to improve social cue recognition. ISABELLE HAU, executive director of the stanford Accelerator for Learning, emphasizes co-designing with people with disabilities.

Similarly,JUTTA TREVINARUS,director of the inclusive Design research Center at the Ontario College of Art and Design University,advocates for inclusive design,involving people with disabilities as co-designers.

The Future of AI for Learners with Disabilities

For JILLIAN, technology is her voice and a pathway for exploration. She uses AI to plan family trips, research destinations, and identify accessible options. Her dad MICK suggests she become a travel advisor for people with disabilities. JILLIAN’s experience shows how technology fosters self-expression, independence, and career opportunities.

To ensure AI benefits students like JILLIAN and HARPER, design, implementation, and policy must be research-based and inclusive. A paper by New America and the Educating All Learners Alliance aims to ensure AI is designed for all students.

Policymakers should establish safeguards to ensure unbiased and inclusive technologies. School districts should prioritize teacher training and AI innovation, evaluating applications based on their ability to support learning. Developers must co-design with learners with disabilities, embedding accessibility from the start. Researchers should continue exploring effective strategies.

As schools adopt AI, the same tools that enhance learning can also amplify bias and privacy risks. However, with clear guidelines and oversight, AI can provide personalized support and reduce educational barriers for learners with disabilities.