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AI as an Accessibility Tool: Using Generative AI to Support Universal Design for Learning Approach

AI as an Accessibility Tool: Using Generative AI to Support Universal Design for Learning Approach

Brenda McDermott
Copyright: © 2024 |Pages: 13
ISBN13: 9798369302408|ISBN13 Softcover: 9798369302415|EISBN13: 9798369302422
DOI: 10.4018/979-8-3693-0240-8.ch009
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MLA

McDermott, Brenda. "AI as an Accessibility Tool: Using Generative AI to Support Universal Design for Learning Approach." Academic Integrity in the Age of Artificial Intelligence, edited by Saadia Mahmud, IGI Global, 2024, pp. 162-174. https://doi.org/10.4018/979-8-3693-0240-8.ch009

APA

McDermott, B. (2024). AI as an Accessibility Tool: Using Generative AI to Support Universal Design for Learning Approach. In S. Mahmud (Ed.), Academic Integrity in the Age of Artificial Intelligence (pp. 162-174). IGI Global. https://doi.org/10.4018/979-8-3693-0240-8.ch009

Chicago

McDermott, Brenda. "AI as an Accessibility Tool: Using Generative AI to Support Universal Design for Learning Approach." In Academic Integrity in the Age of Artificial Intelligence, edited by Saadia Mahmud, 162-174. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-0240-8.ch009

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Abstract

While generative AI is often discussed in terms of challenging notions of academic integrity, it is increasingly looked at as a potential tool to break down barriers in post-secondary education. In particular, this chapter considers how generative artificial intelligence technologies could be leveraged to provide multiple means of engagement, representation and expression (CAST, n.d.). In other words, how can the use of generative AI support social justice in higher education. An ethical approach to generative AI requires respect for the diversity among learners. An ethical approach to generative AI must reflect fairness, which requires recognizing the inherent biases built into the post-secondary learning environments. Using generative AI to support universal design for learning shifts this narrative, considering how technology acceptance could support social justice in post-secondary learning.

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