These tips offer practical strategies for using AI in the classroom to support neurodiverse learners, ensuring tools are accessible, engaging, and aligned with students’ strengths.
1. Co-Design – Involve neurodiverse students in the selection or adaptation of AI tools.
How: Survey or interview students about their tech preferences or invite them to pilot a new app.
Why: Co-designing ensures tools are accessible out of the box and reduces future retrofits (CAST, 2025).
2. Apply UDL Multiple Means Prompts – Use the UDL framework of engagement, representation, and expression when selecting AI tools or designing learning experiences (CAST, 2025).
How: For example:
Engagement: Does the tool let students choose how they interact (voice, text, visuals)?
Representation: Does it offer varied ways to present content (audio, visuals, simplified text)?
Expression: Can students demonstrate learning via speech, writing, drawing, or video?
Why: This ensures AI enhances personalization and accessibility for diverse learners (CAST, 2025).
3. Think of AI as Assistive Intelligence – Not just for automation, but as a tool to reduce cognitive load—like using AI summarizers or smart text-to-speech.
How: Integrate AI tools to help students process dense content or manage attention.
Why: Framing AI as assistive supports deeper engagement—especially for neurodiverse learners (CAST, 2025).
4. Teach AI – Let students explore, question, and adapt AI-generated outputs.
How: Guide students to critically compare multiple AI-generated versions of a text, ask them to rewrite or adapt AI content using different modes (voice, simplified text, visuals).
Why: This builds students’ agency and critical thinking while aligning with UDL’s principle of multiple means of expression (CAST, 2025).
5. Stay Involved in AI Tool Selection – Lead or be part of the evaluation process for new AI tools, ensuring they meet UDL standards.
How: Use UDL checklists or Web Content Accessibility Guidelines (WCAG) to assess new tools—e.g., does the AI support screen readers, keyboard navigation, and clear feedback?
Why: Nearly 70% of educators report needing help selecting inclusive AI tools (National Education Association, 2025).
References
CAST. (2025, February). 5 ways AI & UDL work better together [PDF]. CAST, Inc. https://www.cast.org/wp-content/uploads/2025/03/UDL-AI-20250227-A11Y.pdf
National Education Association. (2025, June). AI guidance for schools and educators: AI for students with disabilities procurement guide [PDF]. NEA. https://www.nea.org/sites/default/files/2025-06/4.4-ai-guidance-for-schools-and-educators-ai-for-swd-procurement-final.pdf
Updated: August 2025