Disabled students’ use of generative AI in Higher Education

1Disabled students’ use of generative AI in Higher EducationXin Zhao[0000-0002-8968-6912],Andrew Cox[0000-0002-2587-245X],Xuanning Chen[0009-0007-0714-6992]Information School, University of Sheffield, Sheffield, [email protected] use of generative AI is controversial in education largely because of its potential impact on academic integrity. Yet some scholars have suggested it could be particularly beneficial for disabled students to support their academic writing. To date there has been no empirical research to discover how disabled students use generative AI. Informed by a prior interview study and AI-literacy model, we surveyed students regarding their use of generative AI, and gained 124 valid responses from disabled students. We identified primary conditions affecting writing as ADHD, dyslexia, dyspraxia, and autism. The main AI tools used are generative AI chatbots, particularly ChatGPT, and rewriting applications. Key concerns disabled students have include the inaccuracy of AI answers, risks to academic integrity, and subscription cost barriers. Students expressed a strong desire to participate in AI policymaking and for universities to provide generative AI training. The paper concludes with recommendations to address educational disparities and foster inclusivity