After reflecting on how we could improve our website, we made several updates to our website. Based on feedback by peers and inspired by the work we noticed in their OERs, we made sure the next page button opened pages in the same window and we created a diagram to better visually represent the overlapping markets for AT supporting executive function.
We also asked Claude AI to evaluate our website for accessibility, friendliness to mobile users, and readability. It suggested making our website more accessible by:
including alt-text with images
changing the formatting so items progressed in a linear order
using headings and subheadings
using bullet points
and adding a visual progress bar so users could track their progress through our OER
using high-contrast text and graphics
using simple and minimal graphics
We implemented all of these changes. For the most part we manually made these changes, but we used Claude AI to generate the html code to create an embeddable visual progress bar for our site.
In doing so, our hope is that we have made our OER more accessible to people who may have low vision, people who use screen readers, people who may struggle with executive function, and people who view the website on mobile devices.
Anna: I first used the Goblin Tools Magic To-Do AI tool to help me create a plan for my work. As someone who struggles with executive function, one of my biggest challenges is estimating how long tasks will take. The time estimator built into the Magic To-Do tool was especially helpful because it gave me a clearer sense of how much time I might need for each step. The tool also includes an option to give feedback on the estimates, so I could let it know whether a task took me more or less time than expected. This kind of adaptive support was really valuable for building my self-awareness and improving my time management.
For the research portion, I used ChatGPT-4.0 to help me get a broad overview of the topic. I also asked it to suggest relevant research articles and market reports, which I then followed up on by visiting the original sources and reading them directly. This approach helped me organize my search and save time while still engaging deeply with the material.
Any images not licensed under Creative Commons were created using Google Gemini and Meta AI. Exploring image generation through AI was interesting, especially when combining visuals with text. However, I found that the integration of meaningful text into images still has room for improvement and often requires additional prompting. Or, the image was unusable and I had to find an alternative image online that I could use.
Finally, I used ChatGPT-4.0 to help polish my writing across various sections of the website because I voice-typed much of my writing on the website. This helped ensure that my ideas were clearly communicated, take out any formatting or voice-typing spelling errors, and ensured that the tone remained consistent throughout.
Tim: For my portion of the OER, I mainly used AI (specifically ChatGPT) at the beginning as a way for me to gather information, look for sources, and plan out the key ideas I want to touch on for each of my sections. I then used AI again near the end of the process as a tool to help me look for any grammatical mistakes and reword any sentences that sound awkward or unprofessional. I found that using ChatGPT helped me develop a plan for creating the OER and helped enhance my productivity throughout the process.
References
Allied Market Research, https://www.alliedmarketresearch.com/. (n.d.). Assistive Technology For Students With Learning Disabilities Market By Product Type (Hardware and Software), Condition (Processing Deficits, Processing Deficits Autism, Dyslexia, Dyscalculia, Dysgraphia, and Others), and End User (Specialized Schools, Universities, and Others): Global Opportunity Analysis and Industry Forecast, 2021-2030. Allied Market Research. https://www.alliedmarketresearch.com/assistive-technology-for-students-with-learning-disabilities-market-A12495
Buning, M. E., Angelo, J., & Schmeler, M. R. (2004). Assistive technology within occupational therapy practice. American Journal of Occupational Therapy, 58(6), 678–680. https://doi.org/10.5014/ajot.58.6.678
Data and statistics on ADHD. (2024, November 19). Attention-Deficit / Hyperactivity Disorder (ADHD). https://www.cdc.gov/adhd/data/index.html
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: A systematic review. Educational Technology Research and Development, 70, 1911–1930. https://doi.org/10.1007/s11423-022-10127-7
Forgrave, K. E. (2002). Assistive technology: Empowering students with learning disabilities. The Clearing House, 75(3), 122–126. https://www.jstor.org/stable/30189719
Global Market Insights Inc. (2024, December 17). Attention Deficit Hyperactivity Disorder Market to hit USD 24.6 billion by 2032, says Global Market Insights Inc. GlobeNewswire News Room. https://www.globenewswire.com/news-release/2024/12/17/2998038/0/en/Attention-Deficit-Hyperactivity-Disorder-Market-to-hit-USD-24-6-billion-by-2032-says-Global-Market-Insights-Inc.html
Jacob, U. S., Ologbosere, O. A., Onyemah, T. N., & Eniolorunda, J. T. (2024). Assistive technology in special education: Current practices and emerging trends. International Journal of Research in Special Education, 4(1), 30–38. https://www.rehabilitationjournals.com/special-education-journal/article/68/4-1-4-292.pdf
Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. ArXiv. https://arxiv.org/abs/2506.08872
Latterly. (2025). Khan Academy marketing mix 2025: A case study. https://www.latterly.org/khan-academy-marketing-mix/
Lezak, M. D. (2004). Neuropsychological assessment. Oxford University Press, USA.
Melo-López, V.-A., Basantes-Andrade, A., Gudiño-Mejía, C.-B., & Hernández-Martínez, E. (2025). The impact of artificial intelligence on inclusive education: A systematic review. Education Sciences, 15(5), 539. https://doi.org/10.3390/educsci15050539
Research, Z. M., (2025, June 20). Tech-Enabled Learning Disabilities Tools Market Size, share, growth 2032. Zion Market Research. https://www.zionmarketresearch.com/report/tech-enabled-learning-disabilities-tools-market?
Roth, R. M., & Saykin, A. J. (2004). Executive dysfunction in attention-deficit/hyperactivity disorder: cognitive and neuroimaging findings. Psychiatric Clinics, 27(1), 83-96.
Shaw, K. A., Williams, S., Patrick, M. E., Valencia-Prado, M., Durkin, M. S., Howerton, E. M., Ladd-Acosta, C. M., Pas, E. T., Bakian, A. V., Bartholomew, P., Nieves-Muñoz, N., Sidwell, K., Alford, A., Bilder, D. A., DiRienzo, M., Fitzgerald, R. T., Furnier, S. M., Hudson, A. E., Pokoski, O. M., . . . Maenner, M. J. (2025b). Prevalence and early identification of autism spectrum disorder among children aged 4 and 8 years — Autism and Developmental Disabilities Monitoring Network, 16 sites, United States, 2022. MMWR Surveillance Summaries, 74(2), 1–22. https://doi.org/10.15585/mmwr.ss7402a1
World Health Organization: WHO. (2024, January 2). Assistive technology. https://www.who.int/news-room/fact-sheets/detail/assistive-technology
Zablotsky, B., Black, L. I., Maenner, M. J., Schieve, L. A., Danielson, M. L., Bitsko, R. H., Blumberg, S. J., Kogan, M. D., & Boyle, C. A. (2019). Prevalence and Trends of Developmental Disabilities among Children in the United States: 2009-2017. Pediatrics, 144(4), e20190811. https://doi.org/10.1542/peds.2019-0811
Zablotsky, B., Bramlett, M. D., & Blumberg, S. J. (2020). The Co-Occurrence of Autism Spectrum Disorder in Children With ADHD. Journal of attention disorders, 24(1), 94–103. https://doi.org/10.1177/1087054717713638