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Artificial intelligence has the potential to improve accessibility, according to the AI & Accessibility in Education: 2024 Blaschke Report. As a tool, it can tailor educational content to meet individual students’ needs, especially those of students with disabilities.

The edLeader Panel “AI and Accessibility in the K-12 Environment: CoSN Blaschke Report” highlighted key practices, policies, and guidelines that state and school district leaders can implement to support the use of generated AI within an accessibility context.

AI in the K-12 Environment: Accessibility Alignment

For AI to effectively benefit students and teachers, educators must first understand how it fits within accessibility and Universal Design for Learning (UDL) frameworks. Accessibility is when everyone, including people with disabilities, can acquire the same information, engage in the same interactions, and enjoy the same opportunities in a timely and equivalent manner.

Digital accessibility calls for inclusive technology that removes barriers to learning experiences. This technology falls into three categories:

1. Accessible print and digital educational materials, like large print, braille, or digital audio versions with captions
2. Accessible technologies that provide learners access to content and digital materials, such as built-in text-to-speech features and digital textbooks
3. Assistive technologies that address specific barriers that learners with disabilities may face, ranging from no tech (sticky notes) to high tech (text-to-speech software)

UDL is a proactive educational framework that aims to make learning accessible and effective for all students by embracing variability and providing multiple pathways to engagement, representation, and action. It supports a more inclusive approach to teaching and learning, enhancing the educational experience for everyone.

Where AI Fits

AI tools designed for accessibility can enhance and personalize learning experiences. It is often considered “assistive intelligence” in the context of accessibility. AI functions as a tool that eliminates barriers and maximizes variability across educational environments.

AI aligns with UDL by enhancing human-centered accessibility through various tech formats, enabling customized content delivery that keeps learners engaged and addresses their specific needs.

Ultimately, AI can adapt to individual learner needs, providing personalized resources and support tailored to each student’s unique circumstances, reinforcing the importance of learners’ voices and agency.

First, Tally the Benefits

AI in schools raises concerns, such as the authenticity of student work and data privacy. While valid concerns, it’s crucial to focus on the overall benefits of AI in accessibility:

• It personalizes educational experiences and targets interventions for students with IEPs by analyzing their unique learning needs and preferences, providing real-time feedback on performance.
• It can streamline communication between teachers, parents, and special education professionals, offering insights into a student’s performance.
• It enhances accessibility for students with disabilities, allowing them to engage with the curriculum in ways that align with IEP accommodations.
• AI-driven insights help teachers understand their IEP students’ needs, empowering them to adjust instructional approaches effectively.
• Teachers remain the architects of learning, selecting AI tools and designing UDL-aligned lessons while facilitating student navigation of AI technologies.

Then, Prepare for Potential Risks

AI presents challenges educators should address as they integrate it into classrooms. Steps to protect against these risks include:

• Define what AI means in educational settings and discuss its applications, focusing on how it can enhance the learning experience for students with disabilities.
• Review AI tools to ensure they offer accessibility features suitable for all learners.
• Discuss concerns regarding potential overdependence on AI technologies while emphasizing their role in developing foundational skills.
• Establish ethical guidelines for AI use, focusing on transparency, equity, and the protection of student data.
• Provide ongoing training for teachers to ensure effective use of AI tools, equitable access to resources, and support for students with IEPs.
• Encourage new learning methods through AI, such as writing logical, structured prompts that demonstrate analytical thinking.

By proactively addressing these risks, educators can ensure AI serves as a beneficial resource that enhances accessibility in education.

Learn more about this edWeb broadcast, AI and Accessibility in the K-12 Environment: CoSN Blaschke Report, sponsored by CAST.

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Article by Michele Israel, based on this edLeader Panel