AI and Accessibility
Anecdotally we’ve heard of many instances where AI is helping students with disabilities: using ChatGPT to ‘read’ an image, role playing a scenario, organizing ideas, creating schedules. We have also heard of students with disabilities unsure what is allowed for the use of technology with AI included – does a generative AI component of an existing assistive technology mean they can’t use that technology if AI is banned in their course?
Our anecdotal experience is echoed in a 2024 report from the Higher Education Quality Council of Ontario (HEQCO), Using Generative AI to Make Learning More Accessible. The report describes how students and staff across Ontario are already using generative AI to support access to learning. Drawing on a survey of over 500 post-secondary students, alongside interviews with faculty, staff, and accessibility professionals, the report captures a wide range of experiences and attitudes toward AI.
Students shared how they use tools like ChatGPT to brainstorm, clarify assignment instructions, organize their thinking, and fill in gaps when other supports fall short. These uses often reflect the core principles of Universal Design for Learning — even when students aren’t naming it as such. For staff and faculty, the report surfaces both interest and uncertainty: many want to explore the accessibility potential of AI tools, but aren’t sure how to do so responsibly, especially in the absence of clear policy or training.
The report ends with an invitation to consider generative AI as part of the broader work of creating accessible learning environments, and to move toward a shared, sector-wide conversation on how to do this well. It’s a useful reminder that many students are already using AI as a tool for access. The question for institutions is how to support that use in ways that are ethical, inclusive, and aligned with learning goals.
And so we urge teaching and learning leaders to consider AI and accessibility together. Every decision about implementing AI tools in our institutions has accessibility implications. As we explore and experiment, we can ask: Who is included by this tool or process? Who is excluded? How can we ensure AI tools reduce barriers, not deepen them? And how can we work with accessibility services, disability communities, and students themselves to co-create approaches that support all learners?
