AI and Disability refers to the use of artificial intelligence tools to support accessibility and inclusion for people with disabilities. This can include assistive technologies such as speech-to-text, screen readers, predictive text, personalised learning supports, and adaptive communication tools. 

When designed and applied ethically, AI has the potential to reduce barriers, promote independence, and enhance participation in education, work, and community life.

At the same time, there are risks and considerations, including bias, privacy concerns, over-reliance on technology, and the need to ensure tools are co-designed with people with disabilities.

AI significantly champions inclusion and accessibility, transforming lives across various domains for individuals with disabilities. By removing barriers and enhancing autonomy, AI revolutionises disability support, fostering empowerment and self-sufficiency. AI tools create inclusive learning environments that adapt to individual needs, improving communication and participation for students with disabilities.

AI empowers students to realise their full potential and actively engage in social, intellectual, and professional spheres, shifting the paradigm from merely embracing limits to fully embracing abilities. For instance, AI-driven assistive technologies for mobility, communication, and cognitive functions increase independence, allowing students to navigate the world on their own terms. Personalised learning platforms are a key benefit, dynamically adjusting content and strategies to individual styles, thereby promoting academic success and equity.

Furthermore, AI directly supports advocacy by providing data-driven insights into student performance and engagement. This enables educators and policymakers to develop targeted interventions and improve outcomes, leading to evidence-based policy changes that enhance equity and inclusion for students with disabilities. The integration of AI tools can also foster collaboration and community building among students, teachers, and parents, allowing students with disabilities to connect with peers and share experiences, which is vital for collective advocacy. Ultimately, AI has the potential to facilitate a shift towards a more equitable and inclusive learning environment, recognising and valuing human diversity.

Sourced from the research articles below.

AI offers substantial support for students with disabilities in fostering relationship building and human connection by significantly improving communication and facilitating social interaction.

Communication is fundamentally enhanced through AI-powered tools. Speech recognition and text-to-speech technologies empower students with physical or speech impairments to express themselves clearly, cultivating a profound sense of belonging in both social and professional settings. For students who are deaf or hard-of-hearing, real-time transcription and AI-based sign language recognition and interpretation systems eliminate communication barriers, allowing them to actively participate in classroom discussions and collaborative projects. Augmentative and Alternative Communication (AAC) devices, integrated with AI features, further support clearer verbal and non-verbal communication. These devices enable individuals to effectively express their thoughts and needs, leading to stronger friendships, more frequent and meaningful social interactions, and active engagement in family and community activities.

Moreover, AI-powered social robots and virtual environments directly aid in social skill development. Humanoid robots, such as Kaspar and ZB, are specifically designed to improve social interaction skills for students with Autism Spectrum Disorder (ASD), providing companionship and facilitating engagement. Virtual Reality (VR) and avatar-based interactions can simulate real-life social scenarios, promoting social skill improvement and integration for students with intellectual disabilities. AI also fosters community building by enabling students with disabilities to connect with peers, share experiences, and receive support through online forums, virtual classrooms, and social learning networks, thereby creating more inclusive educational spaces. This, combined with the observed boost to students' emotional well-being from engaging with AI tools, significantly helps in overcoming isolation and forming meaningful relationships.

Sourced from the research articles below.

AI creates significant bias concerns for students with disabilities, primarily because AI systems are often designed and trained based on normative assumptions about ability, intelligence, and learning. The datasets used to train these machine learning algorithms frequently lack adequate representation of minority populations, meaning the unique characteristics and needs of students with disabilities can be either overlooked or treated as "outliers," leading to distorted algorithmic responses.

This can manifest in various ways within educational AI tools. For example, AI-driven facial recognition technologies may embed normative assumptions about typical facial expressions and behaviours, potentially pathologising neurodivergent students' natural expressions as suspicious or disengaged. Similarly, e-proctoring software has demonstrated systemic bias, classifying original work by neurodivergent students or non-native English speakers as fraudulent due to variations from neurotypical norms. Chatbots often privilege linear and unambiguous communication styles, which can lead to misunderstandings or dismissals of students who communicate differently. Even personalised learning platforms, while intended to adapt, can encode prescriptive pedagogical models that may systematically invalidate nonlinear learning paths common among neurodivergent students.

A major concern is the "black box" nature of many AI systems, which makes it challenging to identify and address these embedded biases or discriminatory patterns. This opacity, combined with the risk that collected data could be misused for punitive rather than supportive actions, means AI has the potential to amplify existing inequalities for vulnerable students. The "Blueprint for an AI Bill of Rights" acknowledges the risk of algorithmic discrimination based on protected characteristics like disability, stressing the need for proactive measures to prevent such outcomes.

Sourced from the research articles below.

• The potential impact of Artificial Intelligence on equity and inclusion in education (OECD, 14 August, 2024)

• A Conceptual Model for Inclusive Technology: Advancing Disability Inclusion through Artificial Intelligence (Almufareh, Kausar, Humayun, & Teshin, 2024) 

• Advancing Personalized and Inclusive Education for Students with Disability Through Artificial Intelligence: Perspectives, Challenges, and Opportunities (Ahmed, Rahman, Shamim, & Hosen, 2025)

• Intellectual disability and technology: an artificial intelligence perspective and framework (Almufareh et. al., 2023)

• Diversity and Inclusion in Artificial Intelligence (CSIRO, 2025)

• Disability and AI: Much more than assistive technologies (Scully, 2025)

• AI-Powered Assistive Technologies for People with Disabilities: Developing AI Solutions that Aid Individuals with Various Disabilities in Daily Tasks (Singh, 2025)

School-Aged Focus (K-12 Education)

• The Use of Artificial Intelligence with Students with Identified Disabilities: A Systematic Review with Critique (Rice & Dunn, 2023)

• Disabling AI: power, exclusion, and disability (Foley & Melese, 2025)

Higher Education Focus (Tertiary Education)

• The Impact of AI in Advancing Accessibility for Learners with Disabilities (Gibson, 10 September, 2024)

• How AI in Assistive Technology Supports Students and Educators with Disabilities (Every Learner Everywhere, April 2025)