AI in Education: Promise, Access, and the Growing Digital Divide
By Venkat for The Assistive Technology Blog
Artificial intelligence is influencing education, particularly for students with disabilities. Take Makenzie Gilkison, a 14-year-old with dyslexia who struggled with basic spelling – “rhinoceros” might come out as “rineanswsaurs.” But with AI-powered tools like customized chatbots and word prediction programs, she’s now thriving academically and has earned a place in the National Junior Honor Society. The U.S. Education Department is actively encouraging this technological integration, requiring schools to consider tools like text-to-speech and alternative communication devices for students with disabilities.
The benefits of AI in special education are substantial. Students can now use AI to break down complex texts, organize their thoughts into clear outlines, and even translate Shakespeare into modern English. For students like Ben Snyder, who has a learning disability, AI helps explain math problems in multiple ways and assists with task organization. These tools are particularly valuable because they provide immediate support without requiring constant teacher intervention, allowing students to work more independently and keep pace with their classmates.
However, educators face important challenges in implementing AI effectively. There’s a delicate balance between providing support and ensuring students continue to develop crucial skills – AI should assist learning, not replace it. Technical hurdles persist, particularly in areas like speech recognition for students with speech impediments. Privacy concerns also exist, as AI might inadvertently identify and disclose students’ disabilities without consent. However, as AI in education evolves, a concerning digital divide is emerging. Consider the Alpha School in Austin, Texas, where students pay $40,000 in annual tuition for an AI-first education. At this innovative institution, students spend just two hours daily on core subjects with AI tutors and “guides” (not teachers), while dedicating the rest of their time to practical skills and passion projects. Their AI-powered platform uses eye-tracking technology, personalized learning paths, and gamified lessons, reportedly helping students score in the 90th percentile on standardized tests.
This stark contrast highlights a growing concern in education: while some students have access to cutting-edge AI tools and personalized learning experiences, others rely on basic or limited AI assistance. Students with disabilities from lower-income backgrounds often face a double barrier – needing assistive technology but lacking access to the most advanced solutions. As AI continues to shape education, addressing this socioeconomic gap becomes crucial to ensure that technology truly serves its purpose of creating equal opportunities, rather than widening existing educational disparities
Read the source article for more details on this topic.
Claude, a potential tool for increased accessibility, was used as a research and writing aid for this blog post. Do you think this is an appropriate use of Claude? Why or why not? Let me know! @ Venkat
