Exploring Generative AI Use and Perceptions Among Students With and Without Disabilities in Higher Education

Abstract

As the use of generative artificial intelligence (GenAI) becomes more commonplace in higher education institutions, the extent to which these tools promote inclusive learning environments remains underexplored. Students with disabilities (SWD), who comprise a substantial yet often underrepresented portion of the higher education student population, may benefit from GenAI when these tools are accessible, ethically employed, and responsive to diverse needs. This study investigates student perceptions and use of GenAI with an emphasis on SWD. A cross-institutional survey yielded 383 responses, 48 of which were from participants who self-identified as higher education students having a disability. Findings indicate widespread adoption of GenAI for tasks such as brainstorming, clarification, and supporting writing processes. While most respondents reported academic benefits, concerns regarding ethics, reliability, and institutional policies were also prevalent. Findings underscore the importance of centering accessibility in GenAI design and highlight implications for inclusive higher education practices and policies.