"i'd Never Actually Realized How Big An Impact It Had until Now": Perspectives of University Students with Disabilities on Generative Artificial Intelligence

Prior research on the experiences of students with disabilities in higher education has surfaced a number of barriers that prevent full inclusion. Generative artificial intelligence (GenAI) has begun to attract interest for its potential to address longstanding barriers to access. However, little is known about the impact of these tools on the living and learning experiences of post-secondary students with disabilities. As a mixed-abilities team, we investigated student experiences with GenAI tools by collecting survey and interview responses from 62 and 21 students with disabilities, respectively, across two universities to measure students' use of GenAI tools and their perspectives on the impact of these tools in ways related to disability, university support, and sense of belonging. Despite concerns over potential risks of GenAI and unclear university policies, students described GenAI tools as a useful resource for personalizing learning, promoting self-care, and assisting with important self-advocacy work. Guidance demonstrating safe, acceptable uses of GenAI tools, along with clear policies and resources that acknowledge diverse student needs, were desired. We discuss implications of these tools for accessibility and inclusion in higher education.