AI for inclusive education
While AI tools can help create an inclusive environment for students with
disabilities, educators also should be aware of the problems involved
Earlier this year, I sent a New Year’s card to a student who was visually impaired and was taken aback when he responded saying that he had used an AI tool that provided him with details of the layout, the colours, the pictures within the frame, and even the emotional framework of the image. The confidence with which he immediately pointed out that he was able to grasp the image’s nuances through an AI-generated tool made adeep impression on me. Arti cial Intelligence (AI) is today being viewed as an advantage and a disadvantage in relation to academic integrity, learning ability, and evaluation. But the above incident compelled me to rethink the capacities of AI and the range of its possible uses within the eld of disability. Persistent di culty For years, instructors have devised innumerable ways to teach, educate, and communicate with students with diverse disabilities. Yet, one of the persistent di culties has been enabling such students to participate fully in the classroom. For instance, a visually impaired student who had to dictate to a scribe invariably took longer than others to complete a writing task. Added to this was the scribe’s own ability to write the dictated material correctly. With AI, such students can dictate and use generative tools to produce responses. Of course, there is potential for misuse but, with appropriate monitoring, this challenge can be addressed. Similarly, AI can be used to understand maps and charts and assist with reading quickly. Teachers can also create assignments that match the students’ intellectual abilities, thereby instilling appropriate challenges. AI can also assist other kinds of disabilities, such as students with cerebral palsy, allowing them to transcribe their thoughts and write meaningfully. While teaching postgraduate students, I often faced challenges when working with visually impaired learners. Although I often read passages aloud and encouraged discussions so that all students could follow what was happening, there were moments when I would sometimes write key terms and references on the blackboard, forgetting that visually impaired students could not access what was written. Over the years, I became more aware of their needs and would consciously speak louder so that they could record the audio. I also searched for ebooks so that they could access the material independently. But, in many Indian universities, teachers are not fully aware of how to create equitable and inclusive environments not because they lack the desire but because classrooms are often ill-equipped and have minimal technological access. Additionally, the heavy load of teaching and administrative work makes teaching feel like a burden rather than a pleasure. It is high time that educators in India become aware of the various tools and strategies emerging through AI to support students. More importantly, curricula and syllabi need to be co-designed with disabled students and instructors so that lived experiences can shape more effective learning. The need of the hour is for university administrators to ensure that faculty are trained to meet the needs of disabled students. Training in the use of and understanding how AI can help innovate and support inclusive teaching practices is essential. Policymakers should also set guardrails to ensure that technologies remain unbiased and inclusive of diverse perspectives. Cause of concern While the use of AI is exciting, it is also a cause of concern. Many AI tools collect user data and store it and this could lead to unwanted data exposure. Moreover, there could be the potential for the data to be collected in methods that are not very transparent. As a result, it could create a risk between technological enhancement and surveillance, especially when data protection protocols are not well-crafted. Yet another issue that needs to be tackled is that AI systems could be stereotypical, as they are generated using vast data sets and in cultures that may be different. As a result, it may misread the needs of individual students and create problems in assessment and evaluation. A third issue is that students could become too dependent on it and may not understand that it is only a tool to enable them to earn better. Yet, if teachers understand the principles of ethics, integrity, and moral responsibility, AI can become a powerful tool to enhance learning and knowledge among students with disabilities.
The writer is a former professor of English at Pondicherry University and now volunteers as the editor for the literary section of the online journal, Muse India. Email: hkalp.eng@pondiuni.ac.in