Neurodiverse Students and GenAI

Neurodiversity includes the different ways people’s brains process information and interact with the world around them. The idea is that there is no "correct" way for the brain to work and that differences should be embraced and encouraged. Eckel provides a different perspective about neurodiversity in that it identifies someone who is “differently abled” (Eckel, 2020). Another perspective shifts viewing neurodiversity as an impairment or deficit in brain function to recognizing the natural variations as unique strengths and challenges of individuals (Christner, 2024). Within the neurodiverse world, some common neurological differences among students can include autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dysgraphia, dyscalculia, obsessive compulsive disorder (OCD), auditory processing disorder, sensory processing disorder, nonverbal learning disorder, language processing disorder, and visual perceptual or visual motor deficit. The overarching goal is to enhance the educational experience by providing educational strategies that can meet the unique needs of neurodiverse students. Often these practical strategies that are implemented in the classroom prove beneficial to other students’ learning as well. 

The potential that generative AI chatbots can support neurodiverse students comes from both cognitive and socio-constructivist theories that center on student learning through the interaction with learning materials, such as artificial intelligence (AI), allowing students to choose and navigate their learning (Mollick & Mollick, 2023; Streatfield, 2021). This active and integrated model of learning connects students to the real world and takes advantage of technological developments (Roth, 2000; Streatfield, 2021; U.S. Department of Education, 2023). Physical conditions within the environment are important to the learning process of meaningful exploration, manipulation, questioning, and searching for answers that allows them to construct knowledge through their own experiences (Khan, 2023; Yin et al., 2021). AI has been utilized in the personalization of learning, analysis of student performance, provision of tailored support and instant feedback, automation of repetitive tasks, grading assignments and assessments, and offering of one-on-one attention to students (Shonubi, 2023). Generative AI chatbots can collect and respond to students through personal interactions that improve the learning experience (Khan, 2023; Roth 2000; Mageira et al., 2022; Shonubi, 2023).