Emergent questions of access: disability and the integration of generative AI in teaching and learning

Le résumé fourni par la source

Those of us involved in higher education must address critical, emergent questions related to access and disability to fully realize the promise and potential of integrating generative AI into teaching and learning. Reframing questions Tanya Titchkosky asked in her monograph on disability in the university, in ‘The Question of Access: Disability, Space, and Meaning’, we will explore the following: Who will be consulted in these conversations?What disability experiences will be considered, prioritized, and ignored?Where is disability (not) located within generative AI?When should considerations of disabled people be made? Will we be included from the start, or considered ex post?By problematizing current and future (non)-responses to disability and access in the integration of generative AI into higher education, we are actively calling attention to the gap between universities’ ostensible commitments to equitable access and the realities that disproportionately affect those with disabilities. This article works to bridge that gap in a way that does not simply note the lack of disability inclusion, but also clearly lays out the issues educators need to pay attention to in coming years as generative AI impacts teaching and learning.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.