Artificial Intelligence (AI) has given rise to significant advancements in innovative assistive technologies that have led to the creation of personalized and accessible learning experiences benefiting students with disabilities. The integration of AI into the assistive technology field has removed many of the obstacles to learning that students with disabilities often experience. AI-powered assistive technology tools can be designed and developed to offer multiple ways for students to engage with content, multiple ways to present content, and multiple ways for students to demonstrate their understanding of content. For this reason, AI-driven assistive technology plays a key role in the Universal Design for Learning (UDL) framework which emphasizes student strengths and the elimination of barriers to learning.
Assistive technology is defined as any software or device used to improve the functional capabilities of individuals with disabilities in school, home, work, and community environments. AI can be harnessed to not only enhance the capacity of assistive technology in addressing the specialized needs of individuals with visual, physical, or learning disabilities, but AI itself can serve as an assistive technology tool on its own. The use of AI in assistive technology enables these tools to be adapted to meet the diverse learning needs of students so that they are provided functional support where it is needed the most. This allows for a more individualized learning experience. Anya Evmenova, professor of Special Education and Assistive Technology who also serves as Associate Dean for Research in the College of Education and Human Development at George Mason University, recently shared her thoughts on how AI is transforming and improving assistive technology used by students.
Text-to-Speech Devices
As mentioned, the pairing of AI with assistive technology has expanded educational opportunities available to students with disabilities and facilitated positive learning experiences tailored to their specific needs. For example, in teaching literacy, some teachers are using AI-powered tools such as text-to-speech devices to support students who may have learning disabilities that make reading difficult. These tools convert digital text into audio and allow a student to follow along as the written words are highlighted and “spoken” in a voice generated by the computer. This can help students with word recognition. These tools can be adapted to align with a student’s cognitive abilities and reading comprehension skills, thereby increasing the likelihood of positive academic outcomes.
AI is being used in technology-based intervention applications to help students who struggle with writing.
Many students—both with and without disabilities—find it challenging to draft high-quality essays and compositions. This can cause some students to become frustrated and heighten their feelings of anxiety when required to complete an extensive writing assignment. The good news is that AI-powered platforms are now being developed to help these students become more proficient (and confident) in their writing and composition skills. One of these is the technology-based writing intervention application known as WEGO. This web-based application provides text hints, suggestions on how to structure content, audio comments, immediate feedback in real time, brainstorming prompts, text-to-speech capabilities, and other supports that can help students organize their thoughts and improve their writing skills to develop well-crafted essays.
“Smart” Glasses
For individuals who have low vision or blindness, AI-infused “smart” glasses can help them navigate their environment by providing an audio description of a person’s immediate surroundings. Smart glasses can also provide an audio “reading” of written text that an individual might otherwise not be able to access in standard print or digital format. Because smart glasses do not utilize a screen reader, an individual can obtain this audio-based information simply by asking a question or issuing a command while they wear these devices.
Augmentative and Alternative Communication Devices
AI has significantly improved the capabilities of augmentative and alternative communication devices that are used by students who have difficulties with speech or language. AI driven advancements in these devices have allowed individuals to engage in natural-sounding speech that flows more easily. In addition, because AI has been “trained” to identify keywords and grammatical patterns used in text and speech, these programs can infer meaning and predict text in spoken and written communications.
Teachers are using generative AI to scaffold instruction aligned with UDL to promote inclusivity in the classroom.
Generative AI is being used by teachers to scaffold instruction and develop materials aligned with the principles of UDL to promote inclusivity in the classroom. This provides students with more opportunities to engage with content in ways that support their individual learning needs and capabilities, and which provide them with greater independence and confidence.
The integration of AI into assistive technology highlights the need for professional development and training in the use of these devices.
The rapid pace of the integration of AI into assistive technology highlights the need for teachers, service providers, family members, and students who use these devices to develop AI literacy so that these tools are used responsibly. Education experts emphasize the importance of participating in professional development or training that can provide the user with a better understanding of how these devices function so that they can derive the maximum benefit from their use.
To learn more about degree offerings in the Assistive Technology Program at George Mason University, please visit the program website.