









































Educational Renaissance Vol 12 (2023)

Case Story
ChatGPT as a Universal Design for Learning Tool 
Supporting College Students with Disabilities

Abstract
The potential of ChatGPT is explored as an assistive technology tool within the framework of Uni-
versal Design for Learning (UDL) to provide targeted support for college students with disabilities. As 
colleges and universities strive to promote inclusive practices, the implementation of UDL principles 
has gained significance. ChatGPT’s interactive conversational interface aligns seamlessly with UDL, 
offering personalized assistance, promoting comprehension, and creating engagement opportunities 
among diverse learners. Numerous examples are provided, which align with both the universal design 
framework and the needs of learners receiving accessible and assistive services on a college campus. 
This paper identifies the possibilities for ChatGPT as an accommodation tool to significantly impact 
and improve the inclusive and equitable learning experiences of college students with disabilities.

Keywords: ChatGPT, universal design for learning (UDL), assistive technology, college students, 
disabilities

Background
 Ensuring equal access to education for all students is a fundamental principle of higher educa-
tion. College and university campuses strive to create an inclusive environment where students with 
diverse abilities can succeed academically and personally (Weiss et al., 2016) Accommodations play a 
pivotal role in supporting students with disabilities by offering tailored support across four main catego-
ries: cognitive, sensory, physical, and social-emotional.
 Cognitive accommodations may support students with learning disabilities, Attention Deficit 
Hyperactivity Disorder (ADHD), autism and other cognitive differences. These accommodations range 
from extended time on assignments and exams to specialized formats for course materials (TOC, 2013). 
Also available on most campuses are assistive technology tools such as text-to-speech software, speech 
recognition programs, mind-mapping applications, flexible testing options, readers, and distraction-free 
environments. Some campuses, through Disability Services, offer students a reading software program 
called Read/Write Gold in addition to screen reader machines (Roussey, 2023)
 Sensory accommodations may serve students with hearing and visual impairments, neurodiver-
sity, and other similar disabilities. Colleges and universities typically provide real-time captioning and 
sign language interpreters for lectures and events, making educational content accessible. Yuja and 
Verbit are two common programs used for real time captioning. Students with visual disabilities are typ-
ically supported by the provision of Braille materials, audio, screen readers, or tactile graphics (Farrand 
et al., 2022). Quiet study areas and sensory-friendly spaces help individuals manage sensory sensitivi-

Sandra Ayala, PhD, School of Education, Sonoma State University
 ayalas@sonoma.edu

mailto:%20ayalas%40sonoma.edu?subject=


Ayala | 23 ChatGPT as a UDL Tool

ties.
 Physical accommodations may address the needs of students with mobility impairments, chronic 
health conditions, and other physical disabilities. These accommodations may include wheelchair-acces-
sible facilities, parking, adaptive technology, and accessible technologies (Deckoff-Jone & Duell, 2018) 
and are considered essential to the success of students. Additionally, personalized accommodations may 
involve note-taking software and assistance, and extended time for exams. Some campuses, including 
my own have a team of employed students who travel with students who request and qualify for such 
services as note takers and classroom assistants. 
 Social-emotional accommodations may include counseling services, disability services centers, 
mental health resources, and support groups to address emotional needs. Flexible course scheduling and 
reduced course loads can also alleviate stress and provide a better balance for students navigating men-
tal health challenges (Jehi et al., 2022).  By offering accommodations that address these four categories, 
institutions demonstrate their commitment to fostering an inclusive learning environment. These accom-
modations empower students with disabilities to succeed academically, engage socially and contribute 
to the campus community (Gilmour et al., 2017). 
 Following the principles of equity and access under Universal Design for Learning (UDL) col-
leges and universities are able to address the needs of diverse learners ensuring that all students have 
opportunities in pursuing higher education. In addition to this foundation, the integration of accessible 
technologies and accessible digital educational support systems has further expanded the range of ac-
commodations available for college students with disabilities. This paper will explore how ChatGPT—a 
cutting edge language model program can effectively serve as a personalized accommodation and sup-
port system within the framework of UDL for students with disabilities. By embracing the principles of 
UDL, ChatGPT has the ability to greatly enhance the learning process by catering to ways of presenting 
information methods of response and instructional settings.
 In the subsequent sections of this paper, we will delve deeper into the role of ChatGPT as an in-
novative tool in addressing the diverse needs of students with disabilities within the Universal Design for 
Learning framework. We will explore the functionalities and potential benefits of ChatGPT, including 
its ability to adapt content delivery, offer personalized support, and create inclusive instructional envi-
ronments. Furthermore, we will examine a case study and real-world applications where ChatGPT has 
made a significant impact on the educational experiences of students with disabilities. Additionally, we 
will discuss the ethical considerations and challenges associated with integrating AI-driven accommoda-
tions into higher education. Finally, we will conclude with a reflection on the future possibilities and im-
plications of ChatGPT as an integral part of promoting accessibility and inclusion in higher education.

Universal Design for Learning (UDL) and Inclusivity in Higher Education
 Many of today’s college campuses utilize the framework known as UDL as a means of making 
instruction equitable, accessible and inclusive. The framework of UDL recognizes learner variability 
and aims to create flexible learning environments that can accommodate these differences (www.cast.
org). UDL is based on three key principles: providing multiple means of engagement to foster interest 
and motivation in learning, multiple means of representation to present information in various formats; 
and offering multiple means of action and expression to allow students to demonstrate their knowledge 
in different ways. By integrating these principles into instructional design, UDL aims to eliminate bar-
riers and ensure opportunities for educational success (Smith et al., 2019). Essentially UDL encourages 
educators to design accommodating and inclusive learning experiences (Rose & Meyer, 2002). Applying 
the principles of UDL, educators can better address the unique needs of students with disabilities and 
diverse learning profiles, ensuring that all learners have equitable access to course content, study oppor-
tunities and the pursuit of their educational goals. It is a comprehensive approach to curriculum design 



Ayala | 24

aiming to maximize success for every student (Smith et al., 2019).
 Implementing Universal Design for Learning (UDL) in college classrooms brings advantages 
for both students and instructors. One major benefit is the creation of a positive learning environment 
that promotes self-determination leading to improved outcomes and higher retention rates (Balfe & 
Trepagnier, 2019; Mazzotti et al., 2023). This becomes especially crucial in the COVID era when many 
students experience feelings of isolation and anxiety upon returning to campuses (Jehi et al., 2022). By 
offering multiple means of expression and engagement, UDL supports students in developing skills like 
critical thinking, problem solving and creativity. Furthermore, UDL empowers instructors by providing 
them with a framework to design and deliver instruction tailored to meet their student needs. As a re-
sult, it reduces the necessity for accommodations specifically related to accessibility for students (www.
Cast.org)
 Making a commitment to inclusivity and accessibility in education through the adoption of the 
Universal Design for Learning (UDL) framework is progressive for any university. This proactive ap-
proach ensures that all students, irrespective of their learning needs, are provided with an equitable 
opportunity to succeed. Some ways campuses may demonstrate effective use of UDL include providing 
faculty with a design template for webpages that already adheres to exemplary standards for accessibili-
ty, minimizing potential barriers right from the outset. 
Additionally, an accessible course design template can be made available within the institution’s learn-
ing management system, promoting consistency and ease of use. Beyond these foundational resourc-
es, faculty and technology centers on campus can rigorously advocate for UDL principles within the 
framework of workshops throughout the year integrating UDL principles into pedagogy, emphasizing 
student-centered decision-making. In recognition of the changing educational terrain, more recent work-
shops have explored the potential of integrating large language models, like ChatGPT, into instructional 
methodologies. This commitment to exploring innovative technologies underscores a forward-thinking 
approach to holistic, accessible, and universally designed diverse pedagogical strategies.
 Creating an inclusive and accessible learning environment is a crucial aspect of fostering a posi-
tive learning environment in academic settings. Inclusive environments not only value diversity but also 
create a sense of belonging and empowerment among all students, encouraging active involvement in 
their education (Nieminen & Pesonen, 2022). Students can easily recognize when their campus prior-
itizes inclusivity as it is reflected through posters, websites, the learning management system and vari-
ous activities and events on campus. These efforts contribute to promoting an inclusive positive school 
culture. Accessibility plays a role alongside inclusivity by ensuring that educational resources, technolo-
gies and facilities are designed to consider the needs of all students including those with disabilities. This 
ensures universal access. By embracing both inclusivity and accessibility educational institutions can 
nurture an environment of respect, empathy and understanding. This creates a community where every 
student can thrive and achieve their potential (Burdette, 2019). And as campuses begin to embrace arti-
ficial intelligence (AI) and tools such as ChatGPT, it will be important to align them with accessibility at 
the forefront.

The Role of Assistive Technologies in Supporting Students with Disabilities
 Despite the amazing availability of assistive tools aimed at supporting today’s college students, 
those with disabilities still encounter distinctive challenges when it comes to their educational experienc-
es. Learning disabilities can impact processes and hinder reading, writing or mathematical skills (Shay-
witz et al., 2019; Swanson, 2019). Visual impairments can vary from sight to blindness necessitating 
specialized formats, accessible technologies or assistive technologies for accessing educational materials 
and visual presentations (Jones & Hensley Maloney, 2015; Salleh & Ali, 2010). Hearing impairments 
vary in severity and individuals may require accommodations such as sign language interpreters or 

ChatGPT as a UDL Tool



Ayala | 25

captioning during lectures. These impairments can also create challenges when it comes to understand-
ing spoken instructions and actively participating in class discussions (Cheng & Zhang, 2015; Mitchell 
& Karchmer, 2004). Physical disabilities may limit mobility making it necessary to have facilities and 
technologies on campus for navigation between services and classrooms (Burgstahler & Gleicher, 2015). 
Intellectual disabilities can affect executive functioning as well as adaptive behavior often requiring per-
sonalized support to ensure academic success (Spooner et al., 2012). 
 It is important for universities to acknowledge the nature of these disabilities and adopt practices 
like UDL as a framework for instruction ensuring equal access for all students. Additionally, students 
themselves should advocate for the tools and accommodations they need. Many university campuses 
offer disability support services centers and accessibility initiatives in line with Section 508 of the Ameri-
can with Disabilities Act (2018) which further promote inclusivity and equity among learners. These ac-
cessibility laws guarantee that eligible students receive appropriate accommodations and modifications 
provided by the university.
 Existing support tools and accommodations for students with disabilities cover a range of tech-
nology options. These include software, devices and tools that aim to improve accessibility and enhance 
learning experiences for individuals with disabilities. For instance, text to speech software can be uti-
lized to assist students with impairments or difficulties in reading by enabling them to access written 
content through spoken words (Hetzroni & Banin, 2017). Screen readers are another tool that converts 
on screen text into words making it easier for visually impaired students to navigate accessible digital 
materials (Betts et al., 2013). Furthermore, speech recognition software provides assistance to students 
with disabilities by allowing them to control computers using voice commands or assist with using 
speech for writing (Sharma & Wasson, 2012). Other accommodations may include time during exams, 
note taking support, captioned videos and classrooms designed for accessibility (Page et al., 2021). Ad-
ditionally in the age of Covid, students with disabilities had to learn how to navigate assistive supports 
via computers, Zoom, and asynchronous course assignments. It was a significant amount of work for 
faculty to learn how to get their courses up and running online not to mention getting them prepared to 
support students with disabilities. The supports included creating small insect videos to provide in-
struction for assignments and captioned videos as part of assignments. In the spring of 2023, an AI tool 
name ChatGPT come on the horizon and started to provide options for college students who needed 
support with writing assignments. I took a look at this tool, along with colleagues in the disabilities ser-
vices center and knew that this new technology was going to play a significant role in supporting college 
students with disabilities.

Introducing ChatGPT: A New Horizon in Assistive Technology
 OpenAI’s innovative language model known as ChatGPT utilizes state of the art intelligence and 
learning techniques. ChatGPT, which belongs to the GPT (Generative Pre-trained Transformer) family 
of models is a groundbreaking advancement in natural language understanding and generation (Beaver, 
2022). It possesses the ability to engage in human like conversations with users. ChatGPT can grasp 
queries, provide explanations, generate text and offer tailored responses based on conversational con-
text. Its extensive pre-training on a mass amount of text data (175 billion language items) empowers 
it with a vast comprehension of language and context. This makes it highly valuable for other applica-
tions, including those that provide support for college students with disabilities. For instance, campus-
es equipped with Kurzweil screen reader tools for students with visual impairments will discover that 
ChatGPT already offers an extension to assist this software effectively (Beckman et al., 2018). ChatGPT 
aligns seamlessly with the principles of UDL (Universal Design for Learning) fostering inclusivity and 
ensuring equitable learning experiences. Researchers have already demonstrated the potential of AI 
language models like ChatGPT in enhancing accessibility for individuals, with disabilities (Tajik & Ta-

ChatGPT as a UDL Tool



Ayala | 26 

jik, 2023). By offering multiple modes of representation, ChatGPT can convert written text into speech 
providing support to students with visual impairments or reading challenges.
 Furthermore, the interactive and conversational nature of ChatGPT allows students to engage 
with the content in ways that align with their individual learning preferences and cognitive abilities   
(Sohail et al., 2023). ChatGPT is highly adaptable and responsive, providing real time support for 
students facing challenges like learning disabilities or ADHD. AI tools, such as ChatGPT, play a role in 
reshaping autonomy for students with disabilities by eliminating obstacles to the flow of information in 
a manner that mimics human interaction (Tajik & Tajik, 2023).

ChatGPT as a Paradigm Shift
 ChatGPT represents a paradigm shift in assistive technology by distinguishing itself from exist-
ing tools offering a centralized, interactive, and adaptive platform for support. ChatGPT’s underlying 
technology, based on advanced natural language processing, enables it to understand and respond to 
queries with human-like nuance. This means it can provide more personalized and context-aware assis-
tance than many tools that are limited to predefined responses or specific functions (Roussey, 2023). For 
example, while a standard text-to-speech program can read text aloud, ChatGPT can rephrase complex 
text into simpler language or explain concepts in multiple ways, catering to individual comprehension 
levels.
 ChatGPT is versatile and can consolidate functions that would typically require multiple special-
ized tools—such as dictation, reading assistance, language translation, and research aid—into a single 
interface. This integration reduces the cognitive load and technical barriers for students with disabilities 
who might otherwise have to navigate multiple programs and devices. Additionally, ChatGPT is adap-
tive and learns from interactions, which means it can continuously improve its support based on the 
user’s unique needs and preferences. Unlike static tools, ChatGPT can evolve and provide students with 
long-term, tailored support that grows in effectiveness (Frackiewicz, 2023). Also, ChatGPT’s capacity to 
engage in dialogue offers students the opportunity to clarify their understanding in real-time, providing 
a personal tutor available at any moment. This immediacy and interactivity facilitate a more engaging 
and effective learning process, especially for students who might require more time or different ap-
proaches to learning (Eid, 2023). 
 Lastly, ChatGPT can bridge gaps in existing support systems. It can guide students through ad-
ministrative processes, help navigate campus resources, and even offer mental health support by provid-
ing coping strategies or directing students to appropriate services. This comprehensive support network, 
available 24/7, ensures that students with disabilities have equitable access to educational opportunities 
and resources. ChatGPT is a game changer because it brings an unprecedented level of personalized, 
adaptable, and comprehensive support to students with disabilities, all within a single, user-friendly 
platform (Roussey, 2023). 

ChatGPT As Assistive Technology within the UDL Framework
 ChatGPT has emerged as a technology within the framework of universal design for learning due 
to its versatile language processing capabilities. Being an intelligence driven language model, ChatGPT 
aligns well with the principles of UDL by providing multiple means of representation, action and en-
gagement (Anderson, 2022). ChatGPT can act as a dynamic learning companion, offering personalized 
and interactive experiences that cater to individual learning styles and abilities. It has the ability to 
adapt its responses and support to meet the needs of students with disabilities ensuring they have ac-
cess to course materials. Moreover, it provides ways for students to interact with the system whether 
through typing or using voice commands (Vasinda & Pilgrim, 2023). As a result of these capabilities 
campuses may need to reassess their approach towards accessibility.

ChatGPT as a UDL Tool



Ayala | 27 

 ChatGPT has the capability to comprehend and respond to questions addressing each learner’s 
inquiries and requirements. By offering guidance, resources and feedback, ChatGPT assists students 
in navigating challenges more effectively. Furthermore, it includes a range of accessibility features and 
accommodations such as themes for improved contrast visibility, adjustable font sizes and options for 
keyboard navigation to cater specifically to users with impairments or unique visual preferences (Cho et 
al., 2022). Additionally, ChatGPT is designed to be compatible with screen readers that assist students 
who rely on technology for accessing content (Rao et al., 2021). ChatGPT’s adaptability allows it to 
provide alternative explanations, step-by-step instructions, and a customizable pace of communication, 
accommodating learner variability and cognitive abilities (Crompton & Burke, 2023). By incorporating 
these accessibility features ChatGPT ensures that students with disabilities can effectively engage with 
the system promoting inclusivity and accessibility in the learning experience.
 Accessibility pertains to the intentional design and adaptation of technologies, in this case 
ChatGPT, to meet the diverse needs of all college students, including those with disabilities. It supports 
the principle that technology should not merely be usable, but should be inclusive and facilitate equi-
table learning opportunities (Kumar &Wideman, 2014). By leveraging ChatGPT as a universal design 
tool, there is an opportunity to bridge gaps in communication, comprehension, and collaboration, 
ensuring that students with disabilities can actively participate in and benefit from the academic expe-
rience. This approach moves beyond mere compliance to embrace a broader vision of an inclusive and 
beneficial education. Additionally, there are opportunities to support students who are linguistically 
diverse and also managing diverse learning abilities (Doran, 2015).

ChatGPT in Supporting College Students with Disabilities
 ChatGPT offers several key benefits in supporting college students with disabilities. First, its 
ability to provide tailored assistance caters to individual needs, allowing students with diverse abilities 
to access highly relevant information and resources (Cho et al., 2022). Second, ChatGPT simplifies 
language and breaks down concepts into more manageable pieces of information. Students can ask 
ChatGPT to explain something to them at a lower reading level and ChatGPT will respond accordingly. 
It can organize ideas and even create quiz questions to enhance comprehension of material (Gilmore et 
al., 2017). Third, its interactive nature encourages engagement and motivation among students fostering 
a positive learning experience (Datchuk et al., 2015). 
 ChatGPT offers emotional support by being non-judgmental and empathetic towards students 
facing challenges. When a student shares their thoughts and emotions with ChatGPT they will receive 
responses that incorporate insights from therapists, educators and support systems. These inputs aim to 
make students feel heard and understood. Additionally, ChatGPT can suggest technologies and re-
sources tailored to specific disabilities. This assists students in accessing accommodations and support 
required for their college education. All the adaptive and inclusive features of ChatGPT make significant 
contributions supporting students with disabilities on their academic journey.
 As students develop independent learning skills, they also gain self- advocacy skills. ChatGPT 
empowers students to explore topics on their own and seek support as needed. It offers guidance on 
communicating needs to professors, seeking appropriate accommodations, and accessing support ser-
vices on campus. Being able to advocate for oneself can contribute to building self-efficacy and self-con-
fidence (Balasubramanian, 2023).
 ChatGPT has shown significant potential in enhancing comprehension and understanding of 
content for college students with disabilities. It allows students to ask questions and seek clarification 
fostering a deeper understanding of content. It provides a rubric, an outline, a summary, a study guide, 
and various types of practice assessments. It explains a concept in multiple ways and provide examples. 
It can do this in multiple languages and with supports built in place. In this way, students with disabili-

ChatGPT as a UDL Tool



Ayala | 28 

ties have better opportunities for greater understanding, and an inclusive learning experience (Espulgas, 
2023). For students who have difficulties with speech and language, ChatGPT is a tool for practicing 
communication skills. It offers a safe environment to develop and refine conversational abilities (Esplu-
gas, 2023). This interactive tool encourages students to participate in discussions, hold conversations, 
ask questions and receive feedback. Students can also clarify doubts, seek assistance, and engage in 
dialogue at their own pace. This promotes a more accessible learning environment regardless of com-
munication abilities. ChatGPT facilitates active involvement by offering features that encourage students 
to interact with course content. Students can ask multiple layers of questions and receive immediate 
responses or feedback for each one, which can motivate them to be more involved in their learning 
process. The feedback is personalized and the resources are tailored to individual interests and learning 
styles. With its user-friendly interface, ChatGPT empowers students to be more participatory in working 
towards achieving their goals (desJardins, 2014).

ChatGPT in Action: A Narrative Example
 Over the summer we had the opportunity to work with a college student with identified disabili-
ties, who shared their thoughts with us after using ChatGPT to research a paper. They said: 

I really appreciated how it could read documents out loud for me. It felt like having a conversa-
tion whenever I asked questions and received responses. I liked it so much that I ended up asking 
a lot of questions and had to keep track of my thoughts. When I started feeling overwhelmed 
by the abundance of information, I decided to ask ChatGPT to help organize our conversation. 
It did! It also explained concepts in more simple terms when I needed understanding. It also 
provided feedback on my writing by suggesting improvements or pointing out mistakes. And, it 
assisted me in researching a topic and creating an outline for my draft. Using ChatGPT was gen-
uinely helpful. Made the whole process fun and interesting.

This student was working on a paper to explain how a student with autism could be successful at col-
lege. They wrote down all of the topics they wanted covered from selecting a dorm, dining hall plans, 
class schedules, study hours, events and activities, disability support services and many more nuanced 
topics. The writing was fast and furious and there were pages of content in no particular order. At one 
point there were 75 pages of text and a story being told in a very random fashion. We explained how 
ChatGPT could support this work. We began crafting prompts that would assist with this project. These 
are some of the prompts:

ChatGPT, you are helping a college student write a paper about how a college student with 
autism can be successful on a college campus. I am going to give my list of topics and would 
like for you to put them in an order that tells the most cohesive story. (ChatGPT reordered the 
topics). Are there any topics that seem missing to make the story flow the best it can? (ChatGPT 
suggested two topics that would transition paragraphs in a better flow).

The student began cutting and pasting the draft into the different topic areas where they seemed to be-
long. 

I am going to copy some text to you and would like to know if I put it in the correct place or if 
it belongs under a different heading in this paper. Here is the first section: The student submits 
sections of the paper to ChatGPT and continues receiving feedback throughout the process for 
all sections.

The student had a number of phrases and catch lines they liked to use but were not really the best use of 
words for writing this paper. So, the student asked ChatGPT:

Please check for awkward phrases or statements that do not make sense or are repeated. 
ChatGPT began to identify a number of different catch phrases and line that could be removed 
for better writing. The student went to work learning what those were and removing them. In 

ChatGPT as a UDL Tool



Ayala | 29 

the process we talked about why and I experienced my student learning about writing from 
ChatGPT.

At one point, the student realized they wanted to make a list of ideas for social activities on a college 
campus that would benefit a student with autism. The student asked ChatGPT:

Can you please make some suggestions of activities on a college campus that would be good for 
students with autism and tell me why? The student began to choose a few items from the list and 
add them to the paper. They continued with writing about these selections and why they person-
ally thought they were good choices.

The student still needed a summary because they weren’t sure how they wanted to end the paper.
ChatGPT, can you give me some ideas about how I could summarize this paper? ChatGPT begins 
to suggest a few ideas for a closing statement. Something catches my student’s attention and the 
student begins drafting the summary. ChatGPT, I am going to copy a paper to you and ask you 
to review it for spelling and grammar. ChatGPT does a beautiful review of the paper. The student 
spends time making corrections.

 We observed that this assignment was more engaging for this student compared to previous 
work tasks. Currently we are committed to observations around at least one university campus that is 
using ChatGPT. The art department is exploring how ChatGPT can replicate or explain art. The music 
faculty is investigating how original music can be composed. The Information Technology department 
is looking into the privacy and security issues related to ChatGPT on campus. Most of all, the faculty 
technology support center is looking into misuse of this tool by students as well as the current tools in 
development that will attempt to identify plagiarism.  There is also a Faculty Learning Community that 
is exploring AI tools and how they lend themselves to pedagogy. It’s too early to understand the total 
impact of ChatGPT on the college campus but we can certainly focus on how this tool will assist stu-
dents with disabilities.

Discussion
 This paper has explored the transformative potential of ChatGPT as an assistive tool for col-
lege students with disabilities, situating it within the Universal Design for Learning (UDL) framework. 
ChatGPT’s ability to provide customized interactions aligns with the UDL’s emphasis on offering mul-
tiple means of engagement, representation, and expression. This resonates with existing literature that 
underscores the need for educational environments to accommodate diverse learning styles and abilities 
(Smith et al., 2019).
 The integration of ChatGPT into educational settings reflects a broader shift towards embracing 
assistive technologies that are flexible, responsive, and personalized. Unlike traditional assistive tools, 
which are often static and limited in scope, ChatGPT offers dynamic support that adapts to the evolving 
needs of students. This is a significant advancement over the accommodations detailed by Weiss et al. 
(2016), which, while essential, do not provide the same level of interactivity and adaptability. ChatGPT 
can mitigate some of the limitations of current assistive technologies. For example, while screen readers 
and text-to-speech software facilitate access to written content, they do not offer the nuanced compre-
hension support that ChatGPT does, such as simplifying complex texts or providing explanations in 
multiple forms. In this way, ChatGPT’s capabilities go beyond mere accessibility, promoting deeper un-
derstanding and engagement with academic materials, a key component of UDL (Rose & Meyer, 2002). 
The AI’s non-judgmental and responsive communication style provides emotional support and fosters a 
sense of agency among students, which is crucial for their academic and personal growth. This finding 
echoes the benefits of assistive technologies discussed by Mazzotti et al. (2023), emphasizing the impor-
tance of student-centered educational practices.

ChatGPT as a UDL Tool



Ayala | 30 

 The narrative example presented in Section 5 illustrates ChatGPT’s impact on a student with 
autism, showcasing the AI’s capacity to assist with research, organization of ideas, and writing process-
es. This practical example aligns with the theoretical advantages of AI in education posited by Anderson 
(2022) and demonstrates how ChatGPT can serve as an effective complement to human support sys-
tems. However, the integration of AI-driven tools in education also raises other considerations, such as 
the potential for over-reliance and the need to maintain academic integrity. The challenge lies in bal-
ancing the use of ChatGPT as a supportive tool while ensuring it enhances, rather than replaces, tradi-
tional learning and teaching methods. In light of the narrative and evidence presented, the implications 
of ChatGPT’s role in education are profound. It offers a new dimension of support for students with 
disabilities, one that is in harmony with the goals of UDL and existing accommodations. As universi-
ties continue to navigate the evolving landscape of assistive technology, it will be critical to monitor the 
long-term effects of AI tools like ChatGPT on student learning outcomes and independence.

Ethical Considerations in the Use of AI Technologies in Education
 Ethical considerations and limitations come into play as AI technologies like ChatGPT become 
more integrated in settings. Addressing ethical concerns involves dealing with issues such as data collec-
tion and storage, particularly regarding students with disabilities and their interactions with ChatGPT. 
It’s important to ensure that AI tools like ChatGPT don’t replace human interactions and support but 
rather enhance existing services (OpenAI, 2021). ChatGPT does have its limitations which includes fully 
understanding gender, cultural and disability biases. The training data used for generating responses 
may not always be of great quality or quantity leaving the possibility that the responses may be biased 
or have limited perspective. ChatGPT4 strives to reduce these biases by being larger in scope and scale 
and taking user feedback into consideration. In specialized subjects there is also a chance of producing 
misleading information. While ChatGPT strives to hold human conversations to the best of its ability 
it may still have limitations in intelligence when providing empathetic support. It’s crucial to recognize 
and acknowledge these limitations (Fuchs, 2023).

Responsible Use
 To ensure proper use and provide support for users incorporating ChatGPT as an assistive tech-
nology tool requires certain measures. Universities should offer training and guidance to both students 
and educators on how to effectively use ChatGPT to enhance the learning experience (Tajik & Tajik, 
2023). This training should cover discussions about ChatGPTs capabilities, limitations and ethical con-
siderations. Training should also include the pedagogical approach to using ChatGPT within the UDL 
framework in addition to the technical aspects of using the tool. Additionally, establishing guidelines for 
usage of ChatGPT within educational settings can help ensure that students view it as a supplementary 
tool rather than a replacement for human assistance (OpenAI, 2021). Creating an accessible environ-
ment is crucial in maximizing the benefits of using ChatGPT as a UDL tool. Input from students about 
their needs and experiences using ChatGPT within the UDL framework should also be an important 
part of the training experience (Rao et al., 2021). 

Future Directions and Conclusion
 Future research should focus on the longitudinal impact of ChatGPT on students with disabili-
ties, investigating how its use affects their academic success, self-efficacy, and transition into the work-
force. Studies should consider the perspectives of faculty and disability service providers to understand 
how ChatGPT can be integrated into holistic support strategies that align with the overarching goals of 
UDL.
 ChatGPT holds significant promise as a valuable UDL tool for college students with disabilities. 

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Ayala  | 31 

Its ability to enhance understanding of academic content, facilitate effective communication and interac-
tion, promote engagement in learning, and support independent learning and self-advocacy skills makes 
it an incredibly powerful and adaptable resource (Vasinda & Pilgrim, 2023). The convergence of UDL 
and ChatGPT makes for an important learning experience for students with disabilities, addressing 
the diverse needs of all students, while ensuring inclusivity and accessibility (Rao et al., 2021). Further 
research should delve into areas of improving natural language understanding, enhancing personalized 
support, and developing AI-driven interventions tailored to specific disabilities. Additionally, studies 
on the impact of ChatGPT on learning outcomes and student engagement can provide valuable insights 
into its effectiveness as an assistive technology tool (Zhang & Walcott, 2016). 
 Presently, ChatGPT can transform the way information is conveyed because it has the capability 
to convert text-based content into spoken words using text-to-speech technology, benefiting students 
with diverse learning abilities. Additionally, ChatGPT can simplify complex concepts, which can aid 
students in understanding intricate subject matter. By providing tailored explanations and breaking 
down ideas into more understandable terms, ChatGPT aligns with UDL principles to ensure informa-
tion is accessible to all. For those who struggle with traditional writing or speech, ChatGPT can be used 
as an alternative means of communication through text-based interactions or voice commands. This 
supports the UDL concept of offering multiple avenues for students to express their understanding and 
engage with the learning process (Frackiewicz, 2023). ChatGPT provides an online and customizable 
platform, which can mitigate noise and lighting issues that arise and act as distractors in some typi-
cal college learning environments. Timing and scheduling are also important considerations especially 
for those students who may need additional time or other flexibility. ChatGPT can cater to individual 
schedules and even provide clarity of assignments during preferred working and studying time. 
 ChatGPT’s ability to accommodate various modes of information presentation, response meth-
ods, and environmental settings aligns seamlessly with the principles of UDL. By leveraging ChatGPT, 
colleges and universities can better establish inclusive and equitable learning environments for students 
with disabilities. As this technology continues to evolve, we may experience a complete paradigm shift 
in how students with disabilities access and receive higher education. The ultimate aim for all students 
with disabilities is to achieve academic success and to lead successful, productive, fulfilling, autonomous 
lives (Fuchs, 2023).

ChatGPT as a UDL Tool



Ayala | 32 

Supplement: Provide Support to College Students with Disabilities
 ChatGPT’s brings transformation to the learning experience of students with disabilities in ways 
that are fundamentally distinct from the experience of students without disabilities. The key lies in cus-
tomization and the level of interactive support that can be constantly tailored to the unique challenges 
faced by students with disabilities (Smith et al., 2019).
 For students with disabilities, accessibility and accommodation are not mere conveniences; they 
are essential for leveling the educational playing field (Weiss et al., 2016). ChatGPT can provide re-
al-time, adaptive assistance that aligns precisely with the varied and specific needs of these students. For 
example, when a student with a visual impairment requests text-to-speech support, ChatGPT’s response 
is not just a robotic reading of the text but an intelligent auditory delivery that can emphasize, rephrase, 
or explain as needed (Beckman et al., 2018).
 Furthermore, the nuanced understanding and response generation capabilities of ChatGPT make 
it possible to handle complex queries related to accommodations and modifications, such as breaking 
down assignments into manageable steps or providing alternative explanations. Modifications and 
adaptations can be crucial for students with cognitive disabilities, who may require multiple forms of 
representation to understand the same concept (Rose & Meyer, 2002).
 For students with autism, the ability to simulate social interactions in a controlled and patient 
manner allows them to practice and develop social skills without the pressure of real-time human judg-
ment (Tajik & Tajik, 2023). This aspect of ChatGPT is differentiated from the support that might be 
used by students without disabilities, who may not require the same level of repetitive practice or step-
by-step breakdown of social cues.
 The capacity of ChatGPT to assist with time management and organization can be a game 
changer for students with attention-related disabilities or executive functioning challenges (Balfe & 
Trepagnier, 2019). While non-disabled students may find generic organizational tools sufficient, those 
with disabilities can benefit from the personalized scheduling and reminder systems that ChatGPT can 
provide, which take into account their particular pace of work and processing.
 The provision of emotional support by ChatGPT can also be particularly beneficial for students 
with disabilities who may feel isolated due to their challenges. While non-disabled students may use 
ChatGPT for quick informational queries, students with disabilities can engage with it for longer, more 
meaningful conversations to receive encouragement and strategies for managing stress and anxiety 
(Nieminen & Pesonen, 2022).
 In essence, while ChatGPT serves as a multifunctional tool for all students, it functions as a 
lifeline for students with disabilities, offering them a degree of independence and self-determination in 
their educational journey that they might not otherwise have (Mazzotti et al., 2023). Its ability to offer 
support that is both comprehensive and deeply personalized makes it a game changer in the landscape 
of assistive technologies (Roussey, 2023).
 The following is a sample resource of how ChatGPT can be used to support college students with 
disabilities including a suggested prompt list. The support topics were selected by doing a thorough 
review of categories typically supported in a disability services office on a college campus (Deckoff-Jone 
& Duell, 2018). The rationale for each topic was established by actually using ChatGPT to address 
each of the categories and seeing how it could provide support. The prompts were developed by reading 
through many resources on how to best prompt ChatGPT and determining at least one clear directive as 
a suggestion for the reader to get started (Vasinda & Pilgrim, 2023).

ChatGPT as a UDL Tool



Ayala  | 33 

Support Topic                                Rationale                              Student Sample Prompt
Academic Advising ChatGPT can provide academic advising 

by offering guidance on course selection, 
degree requirements, and career pathways, 
considering individual needs and accom-
modations. It can also provide information 
on support services available on specific 
campuses. 

“Hey ChatGPT, I’m a student in need of 
some academic advising guidance. Can 
you help me understand course selection, 
degree requirements, and any general 
support services that universities typically 
offer?”

Accessibility Fea-
tures

ChatGPT can be designed with accessibil-
ity features such as high contrast themes, 
adjustable font sizes, keyboard navigation 
options, and compatibility with screen 
readers. These features can enhance us-
ability for interacting with ChatGPT more 
effectively. 

“Hey ChatGPT, does your platform of-
fer accessibility features? I’m looking for 
things like high contrast themes, adjust-
able font sizes, keyboard navigation, and 
compatibility with screen readers. Can you 
help with this?”

Accessibility ChatGPT can recommend and provide 
information on accessibility resources 
available on a campus or online. This can 
include accessible and assistive technolo-
gies, specialized software, support systems, 
or disability services.

“Hey ChatGPT, I’m trying to find acces-
sibility resources available on my campus 
and online. Can you recommend any assis-
tive technologies, specialized software, or 
support systems? Also, do you have infor-
mation about disability services?”

Accomodations 
and Modifications

ChatGPT can adapt its responses to indi-
vidual needs, such as providing alternative 
explanations, offering step-by-step in-
structions, or adjusting the pace of com-
munication to cater to different learning 
styles. Providing multiple means of rep-
resentation and alternative explanations 
can enhance comprehension for students 
with diverse learning needs such as atten-
tion-related disabilities, allowing students 
to better engage and process information.

“Hey ChatGPT, I’m struggling with under-
standing this. Can you give me an alterna-
tive explanation or step-by-step instruc-
tions? Can you explain this to me in a few 
different ways?”

Career and Transi-
tion Planning

ChatGPT can assist with career explora-
tion and transition planning. It can pro-
vide information about different careers, 
educational pathways, vocational training, 
and available resources for decision mak-
ing for the future.

“Hey ChatGPT, I’m currently exploring 
potential career paths. Can you help me 
understand different careers, educational 
pathways, vocational training options, and 
any resources that might guide my deci-
sions?”

ChatGPT as a UDL Tool



Ayala  | 34 

Clarifying Instruc-
tions

Students with certain disabilities, such as 
attention deficit hyperactivity disorder 
(ADHD) or autism spectrum disorder 
(ASD), may require additional clarification 
or repetition of instructions. ChatGPT 
can provide clear and concise instructions, 
repeat information when necessary and 
answer questions related to assignments or 
tasks.

“Hey ChatGPT, I’m a bit confused about 
my assignment. Can you give me clear 
and concise instructions, and if I still don’t 
understand something, can you repeat or 
clarify it for me?”

Collaboration and 
Communication

ChatGPT can facilitate collaboration and 
communication among students, includ-
ing those with disabilities, by providing a 
platform for discussion, brainstorming, 
or sharing ideas. It can act as a virtual 
intermediary to enhance interactions and 
promote inclusivity. By using ChatGPT as 
a communication tool, students can engage 
in group discussions, seek peer feedback, 
and collaborate on projects, creating a 
sense of community and collective learn-
ing.

“Hey ChatGPT, I’m looking to collabo-
rate with my study group, which includes 
some peers with disabilities. Can you help 
facilitate our discussions, brainstorming 
sessions, or idea sharing?”

Exam Preparation 
and Study Assis-
tance

ChatGPT can assist in preparing for exams 
or studying by providing relevant informa-
tion, reviewing concepts, offering practice 
questions, and providing feedback on 
answers. This can help students reinforce 
their understanding of particular subject 
matter and potentially improve their per-
formance.

“Hey ChatGPT, I have an upcoming exam 
and could use some help. Can you pro-
vide information on the topic, review key 
concepts with me, and maybe offer some 
practice questions? I’d also appreciate feed-
back on my answers to make sure I’m on 
the right track.”

Language and 
Communication 
Skills

For students with speech and language 
disabilities, ChatGPT can act as a tool for 
practicing communication skills. It can 
engage in conversations, provide language 
models, and offer feedback on pronuncia-
tion, vocabulary, or grammar.

“Hey ChatGPT, I’m looking to practice 
my communication skills. Can you have a 
conversation with me and provide guid-
ance on my pronunciation, vocabulary, 
and grammar?”

Personalized Assis-
tance

ChatGPT can understand unique needs 
and challenges and offer tailored advice, 
guidance, and support to empower stu-
dents to overcome barriers, make progress, 
and achieve academic goals.

“Hey ChatGPT, I need some advice on 
how to reach my academic goals? If I tell 
you about my struggles, can you help me 
figure out how to make progress?

ChatGPT as a UDL Tool



Ayala | 35 

Research Support ChatGPT can aid in conducting research 
for assignments, projects, or papers. It can 
provide guidance on research methodolo-
gies, suggest relevant sources, help refine 
research questions, and offer assistance in 
organizing and structuring research mate-
rials. It can discuss topics and sort through 
articles; even help with annotation and 
summaries.

“Hey ChatGPT, I’m working on a research 
project for one of my classes. Can you 
help me with research methodologies, and 
maybe recommend some sources, and as-
sist me in refining my research questions? 
I also need help with organizing my work, 
annotations and summaries of articles.”

Resource Recom-
mendations

ChatGPT can suggest appropriate resourc-
es, tools, or technologies such as special-
ized software, assistive devices, or online 
platforms designed for specific needs.

“Hey ChatGPT, I’m looking for resources 
and tools tailored to some specific needs I 
have. Can you recommend any specialized 
software, assistive devices, or online plat-
forms that might be helpful for me?”

Simplified Lan-
guage

A user can ask ChatGPT to use simpler 
language or break down complex concepts 
into more understandable terms. This can 
benefit students with learning difficulties, 
dyslexia or language processing disorders 
who may struggle with complex language 
or concepts.

“Hey ChatGPT, san you use simpler lan-
guage or break this down for me to make it 
more understandable?”
Can you try again and break it down even 
more?”

Social Skills Devel-
opment

For students with certain disabilities, such 
as autism spectrum disorder or social 
communication challenges, ChatGPT can 
simulate social interactions, provide guid-
ance on social cues, and offer opportuni-
ties for practicing social scenarios in a safe 
and non-judgmental environment.

“Hey ChatGPT, I have some challenges 
related to autism and social communi-
cation. Can you help me practice social 
interactions and social cues? Can we try a 
few social scenarios?” 

Subject-Specific 
Support

ChatGPT can offer subject-specific support 
across various disciplines. It can provide 
explanations, examples, and resources tai-
lored to specific subjects, helping students 
grasp and apply concepts more effectively.

 “Hey ChatGPT, I’m having a bit of trou-
ble with my “chemistry” class. Can you 
provide some explanations, examples, and 
resources related to “this specific” topic? 
Can you suggest how I can try to apply this 
concept?”

Text-to-Speech 
(TTS) Support

ChatGPT can convert its responses into 
spoken words using text-to-speech tech-
nology (TTS). This feature can help stu-
dents with visual impairments or reading 
difficulties have auditory access to respons-
es instead of relying on visual access. TTS 
enables students to access information and 
engage in conversations more effectively.

“Hey ChatGPT, I am visually impaired. 
Can you use text-to-speech technology to 
convert your responses into spoken words 
for me? It would be much easier for me to 
access information and converse with you 
that way.”

ChatGPT as a UDL Tool



Ayala | 36 

Time Management 
and Organization

Students with disabilities, such as atten-
tion-related disorders or executive func-
tioning difficulties, may struggle with time 
management and organization. ChatGPT 
can provide reminders, tips, and strategies 
for managing time effectively, setting goals, 
staying organized, scheduling tasks, prior-
itizing assignments, managing deadlines, 
and creating study plans.

“Hey ChatGPT, can you give me tips on 
organizing my work assignments? Can 
you help create a manageable schedule? I 
need help prioritizing my assignments and 
deadlines. I might need a study plan. Can 
you help?”

Writing Assistance ChatGPT can act as a writing assistant. It 
can provide grammar and spelling sug-
gestions, help with sentence structure, 
offer ideas for essay topics, and provide 
feedback on writing samples, support-
ing students in improving their writing 
skills. 

“Hey ChatGPT, I’m working on a writing 
assignment. Can you suggest some essay 
topics? When I have a draft, can you help 
edit for grammar and spelling and give 
feedback on my paper?

Academic Support ChatGPT can provide academic assistance 
tailored to the needs of students with 
autism by offering explanations, clarifying 
instructions, and providing additional 
examples or visual aids to enhance under-
standing. It can also help with organizing 
assignments, breaking down complex 
tasks, and developing effective study strat-
egies.
 

“Hey ChatGPT, I have an assignment on 
“topic.” Can you clarify the assignment for 
me and provide some visual aids for me to 
understand it better. And can you break 
the assignment down into manageable 
steps for me with a timeline?”

Autism Some individuals with autism thrive on 
routines and schedules. ChatGPT can 
assist college students in creating and 
managing their routines and schedules by 
providing reminders, time management 
strategies, and organizational tips to help 
students structure their day and manage 
their academic and personal tasks effec-
tively.

“Hey ChatGPT, can you help me create 
and manage my college routine? I’d ap-
preciate strategies for managing my time, 
and any practical organizational to help 
me juggle both my academic and personal 
tasks. I’ll give you my current schedule of 
classes and activities.”

Emotional Support College life can be emotionally challenging 
for students, including those with autism. 
ChatGPT can offer emotional support 
by providing a safe and non-judgmental 
caring experience. It can listen to students’ 
concerns, offer encouragement, and pro-
vide strategies for managing stress, anxiety, 
or social difficulties.

“Hey ChatGPT, I’m feeling really stressed 
and anxious here at school. I don’t have 
any real friends yet and I am overwhelmed 
by my dorm and all the noise. Can you talk 
to me?”

ChatGPT as a UDL Tool



Ayala | 37 

Self-Advocacy 
Skills

ChatGPT can assist college students with 
autism in developing self-advocacy skills 
by providing guidance on how to com-
municate their needs to professors, seek 
appropriate accommodations, and access 
support services on campus.

“Hey ChatGPT, I’m a college student with 
autism, and I’m trying to get better at ad-
vocating for myself. Can you explain how 
to ask my professors for accommodations, 
and how to find and access the support 
services available on “this” campus?”

Sensory Support Sensory sensitivities are common among 
individuals with autism. ChatGPT can 
provide advice and strategies to manage 
sensory overload on campus. It can suggest 
coping mechanisms, such as finding quiet 
spaces, using noise-cancelling headphones, 
or developing sensory toolkits to help stu-
dents regulate their sensory experiences.
  

“Hey ChatGPT, I have autism. Do you 
have any advice or strategies to help me 
manage sensory overload? I need coping 
mechanisms like finding quiet places and 
regulating my sensory experiences?”

Transition Support Transitioning to college life can be chal-
lenging for students, including individuals 
with autism. ChatGPT can offer guidance 
and support during this transition period. 
It can provide information on campus 
resources, assist in understanding college 
expectations and norms, and help students 
navigate the social and academic aspects of 
college life. 

“Hey ChatGPT, I’m just starting college 
and I have autism. The transition is a little 
challenging. Can you help me find campus 
resources here at “this college” and tell me 
what is expected academically and social-
ly?” 

Accommodations 
and Accessibility

ChatGPT can provide options for simpli-
fied language, visual aids, or alternative 
formats to enhance comprehension and 
accessibility. Additionally, it can provide 
text-to-speech functionality for students 
with learning disabilities who may benefit 
from auditory reinforcement.

 “Hey ChatGPT, I have a learning dis-
ability. Can you explain this “idea” in an 
easier way, perhaps with visual aids or in a 
different format? Also, do you have a text-
to-speech feature I can use?”

Assistive Technol-
ogy Recommenda-
tions

ChatGPT can recommend and provide 
information on assistive technologies or 
software that can benefit students with 
learning disabilities. It can suggest tools for 
speech-to-text, text-to-speech, mind map-
ping, or organizational purposes, helping 
students access resources that can support 
their specific learning needs.

 “Hey ChatGPT, I have a learning disability 
and I’m looking for assistive technologies 
or software that might help me. Can you 
recommend any good tools like speech-to-
text, text-to-speech, or mind mapping?

ChatGPT as a UDL Tool



Ayala | 38 

Clarifying Con-
cepts and Instruc-
tions

Students with learning disabilities may 
struggle with understanding complex con-
cepts or instructions. ChatGPT can pro-
vide simplified explanations, offer exam-
ples, or provide visual representations to 
enhance understanding. It can break down 
information into smaller, more digestible 
parts to support comprehension.

“ChatGPT, can you break down this 
information for me in an easier way? Can 
you show me some graphics and give me 
specific steps to follow for the assignment?

Individualized 
Learning Plans

ChatGPT can assist in developing individ-
ualized learning plans for college students 
with learning disabilities. It can work with 
students to identify their specific needs, 
set goals, and create strategies to address 
challenges. It can also provide ongoing 
support and monitoring to help students 
stay on track with their personalized learn-
ing plans.

“ChatGPT, I’m a college student with a 
learning disability and I need help creating 
an individualized learning plan. Can you 
assist me in setting up goals and steps, and 
creating a check-in system to make sure 
I’m staying on track?”

Reinforcement and 
Practice

ChatGPT can offer practice questions, 
quizzes, and interactive activities to rein-
force learning and provide opportunities 
for students to apply their knowledge.

“ChatGPT, I have a learning disability and 
need some additional practice for study-
ing. Can you create practice questions, 
quizzes, or interactive activities related to 
my topic so I can study better?”

Study Strategies 
and Techniques

ChatGPT can assist college students with 
learning disabilities in developing effective 
study strategies such as note-taking meth-
ods, memory aids, organization tech-
niques, and time management skills. It can 
also offer suggestions for breaking down 
complex tasks into manageable steps.

“ChatGPT, can you help me with study 
strategies like note-taking, remembering 
things, and organizing techniques? I’d also 
like to learn about breaking down complex 
tasks into smaller steps.”

Visual Aids ChatGPT can incorporate visual aids, such 
as images, diagrams, or charts, to enhance 
understanding. Visual representations can 
help students with learning disabilities 
grasp concepts more effectively to rein-
force learning.

“ChatGPT, can you use visual aids like 
images, diagrams, or charts to help me 
understand this concept better? Maybe 
even it bring it down two grade levels until 
I understand.”

ChatGPT as a UDL Tool



Ayala | 39 

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