AI+学习差异：设计无边界的未来

WhitePaper

AI+LEARNING

DIFFERENCES

DesigningaFuturewithNoBoundaries

NnekaJ.McGee

ElizabethKozleski

ChristopherJ.Lemons

IsabelleC.Hau

AI+LearningDiferences|DesigningaFuturewithNoBoundariesiii

PrincipalAuthors

NnekaJ.McGee,J.D.,Ed.D.,istheprojectleadfortheAI+LearningDiferencesWhite

Paper.Asaneducator,researcher,andadvocate,sheisdedicatedtoprovidingaccessand

opportunitiesforlearnersexploringemergingtechnologies.Aspartofherdoctoralstudies,McGeesdissertationfocusedontheexperiencesofK12teachersimplementingorpreparingtoimplementartificialintelligenceinlearningenvironments.HercurrentworkisdedicatedtoAIimplementationinhomeschoolandsmallschoolsettingsandAIresourcesforearly

childhoodandelementarylearners.Shealsoguidesorganizationsandinstitutionsin

strategicallyshapingtheirnarratives.McGeehasservedonmultipleAIadvisoryboardsandcommittees,includingNationalAILiteracyDay,EngageAIInstitute,andFoundations,Inc.

Shewasnameda2024K12ITInfluencertoFollowbyEdTechMagazineandwasrecognizedasa2024and2025ASU+GSVWomanLeadinginAI.Beforefoundingheradvisoryfirm,MuonGlobal,McGeetaughtmiddleschoolmathematicsandservedaschiefacademicoficeratapublicschooldistrictinsouthTexas.

ElizabethKozleski,Ed.D.,isamemberoftheStanfordGraduateSchoolofEducation

FacultyandafacultydirectoroftheinitiativeonLearningDiferencesandFutureofSpecialEducationattheStanfordAcceleratorforLearning.Shehasengagedinresearchandpolicydevelopmentrelatedtoeducationalsystemschange,equity,andjusticeissuesparticularlyconcentratedontheintersectionofrace,ability,andlanguage.Thelearningdiferences

initiativecentersoninterdisciplinary,scientificadvancementsinlearningsciences,

educatorworkforcepreparation,policydevelopment,andknowledgemobilization.Kozleskicontinuesherworkwithresearchpracticepartnershipsdesignedtoimplementinclusive

teachingandlearning,andexplorehowteacherslearninpracticeincomplex,diverseschoolsettings.Kozleskispolicyworkfocusesonteacherworkforcedevelopment.Shehastwo

newbooksthatwillbepublishedin2025:“Families,COVID,andUnequalSchoolingintheU.S.”and“TransformingtheSpecialEducationWorkforce:ResearchandComplexSystemsPerspectives.”

ChristopherJ.Lemons,Ph.D.,isaprofessorofspecialeducationattheStanfordGraduateSchoolofEducationandco-directoroftheStanfordDownSyndromeResearchCenter.

Hisresearchinvolvesacademicoutcomesforchildrenandadolescentswithintellectual,

developmental,andlearningdisabilities.HisrecentresearchhasaddresseddevelopingandevaluatingreadinginterventionsforindividualswithDownsyndromeandotherintellectualanddevelopmentaldisabilities.Priortoenteringacademia,Lemonstaughtinseveralspecialeducationsettingsincludingapreschoolautismunit,anelementaryresourceandinclusionprogram,andamiddleschoollifeskillsclassroom.

IsabelleC.HauistheexecutivedirectoroftheStanfordAcceleratorforLearning,aStanford-wideinitiativetoconnectscholarsandstudentsacrossdisciplines,andbridgeresearch,

practice,andpolicy,tobringquality,scalableandequitablelearningexperiencesforall

learnersandthroughoutthelifespan.Prior,shewasafoundingpartneratImaginableFutures,aventureofTheOmidyarGroup,thephilanthropicinvestmentfirmofeBayfounderPierre

OmidyarandhiswifePam.SheledtheU.S.educationinitiative,portfolioandteam.Herworkhasdirectlyimpactedmillionsoflearnersandfamilies.Haucurrentlyservesontheboardof

EDCandSonen,andonthesteeringcommitteeoftheEdSAFEAIAllianceandtheBrookings

InstitutionGlobalAITaskforce.Hauwashonoredasoneof100InspiringWomenatHarvard

BusinessSchool.Shewasawardedthe2024and2025ASU+GSVWomenLeadingAI,andthe

2021GlobalMindEDInclusiveLeaderAwardinEarlyChildhoodEducation.Sheistheauthorofthebook“LovetoLearn:TheTransformativePowerofCareandConnectioninEarlyEducation”.

Recommendedcitation:NnekaJ.McGee,ElizabethKozleski,ChristopherJ.Lemons,and

IsabelleC.Hau.“AI+LearningDiferences:DesigningaFuturewithNoBoundaries,”StanfordAcceleratorforLearning,StanfordUniversity,2025.

DISCLAIMER

ThiswhitepaperreflectstheperspectivesoftheauthorsandincludesquotesfromtheSymposiumandHackathonparticipants.ItdoesnotnecessarilyrepresenttheviewsofStanfordUniversityorcollaboratingorganizations.

*AnoteonAI:Thiswhitepaperwaswrittenbytheprincipalauthors.ChatGPTandGrammarlywereused

sparinglytoaidintheeditingprocess.SemblyAIwasusedduringtheAI+LearningWorkingSymposiumtotranscribeandsummarizediscussions.Allnoteswerereviewedandfactcheckedbytheauthorsandothers.

Thiswhitepapercamefromatwo-dayeventpresentedbytheStanfordAcceleratorfor

Learning,andwasmadepossiblethroughthegenerosityoftheAlanaFoundation,andincollaborationwithCAST,theChildren’s

HealthCouncil(CHC),andtheStanfordInstituteforHuman-CenteredArtificialIntelligence(HAI).

Acknowledgements

WeextendourappreciationtoDanielL.Schwartz,theI.JamesQuillenDean,andNomellini&OlivierProfessorofEducationalTechnologyatStanfordGraduateSchoolofEducation,andTheHalperFamilyFacultyDirectoroftheStanfordAcceleratorforLearning.

HACKATHONTOOLKIT

SpecialthankstoChinatYuforhiscontributionstoboththeAI+LearningDiferencesHackathonandthedevelopmentoftheaccompanyingToolkit.

COLLABORATINGORGANIZATIONS

TheAI+LearningDiferencesWorkingSymposiumandtheAI+LearningDiferences

HackathonweremadepossiblethroughthegenerosityoftheAlanaFoundation,an

organizationcommittedtofosteringinclusiveeducationinitiativesglobally.TheAlanaFoundation’ssupportempowersinnovativeapproachesaimedatenhancingequityandaccessibilityfordiverselearners.

WearegratefulforourcollaborationwithCAST,anonprofiteducationresearchand

developmentorganizationdedicatedtoexpandinglearningopportunitiesforallthroughUniversalDesignforLearning(UDL).CAST’scontributionsensurethatprogramsintegrateeducationalpracticesefectively.

TheChildren’sHealthCouncil(CHC)wasalsoatrustedcollaborator,andwearegratefulfor

itspartnershipthroughoutthisefort.Theorganizationprovidescomprehensiveservicesforyouth,specializinginlearningdiferences,mentalhealth,andwellness.CHC’sexpertisehelpsinformpracticesthatenhancethewell-beingandacademicsuccessoflearners.

Additionally,werecognizethevaluablepartnershipwiththeStanfordInstituteforHuman-CenteredArtificialIntelligence(HAI).HAIadvancesAIresearch,education,policy,and

practicetobenefithumanity,ensuringefortsareinformedbycutting-edgeandethicalartificialintelligencepractices.

CONVENINGANDDISCUSSIONFACILITATION

SpecialthankstoLeslieMartinez,eventprogrammanagerfortheStanfordAcceleratorfor

LearningandHeidiChang,directorofprofessionallearningfortheStanfordGraduateSchoolofEducation.TheirdedicatedinvolvementshapedboththeplanningandexecutionoftheAI+LearningDiferencesWorkingSymposiumandHackathon.Deepappreciationalsogoestothecountlessotherswhoservedinvariouscapacitiesandplayedacriticalroleinthesuccessoftheseevents.

COPYEDITORANDREVIEWERS

Sinceregratitudetothereviewers:PriscilaOkama,GlennaWright-Gallo,JennaGravel,PedroHartung,PatrickHynes,SamJohnston,LindsayJones,SuzanneLang,CindyLopez,Bobby

Moore,KathleenKingThorius,andTracyWhiteWeeden.Theirthoughtfulfeedbackandconstructivecontributionshelpedstrengthenthequalityandimpactofthefinalproduct.

TocopyeditorDeborahPetersen,whosewordsmithingskillsareunmatched:Thankyouforyourkeeneye,thoughtfuledits,andforhelpingshapetheclarityandtoneofthiswhitepaper.

IMAGESANDDESIGN

CredittoPatrickBeaudoinforthepicturesfeaturedinthewhitepaper.ThankyoutoJohnVerducciatStudioEmGraphicDesignforthewhitepaperdesign.

AI+LearningDiferences|DesigningaFuturewithNoBoundariesiv

AI+LearningDiferences|DesigningaFuturewithNoBoundaries1

TableofContents

AIANDTHEWORKFORCE

EXECUTIVESUMMARY

INTRODUCTION

2

4

CHAPTER1.

ENSURINGCO-DESIGNAND

COLLABORATION

9

CHAPTER2.

DESIGNINGLEARNINGFOR

THEEDGES

14

CHAPTER3.

SPECIALEDUCATIONANDIEPs

20

CHAPTER4.

AIINNEEDSIDENTIFICATION

ANDMEDIATIONDESIGN

25

CHAPTER5.

SOCIALANDEMOTIONAL

WELL-BEINGWITHAI

29

CHAPTER6.

AIASASSISTIVETECHNOLOGY

34

CHAPTER7.

AIINCAREERLONGTEACHER

EDUCATION

39

CHAPTER8.

44

CHAPTER9.

AI,INTERDEPENDENCE,AND

LIFESATISFACTION

RECOMMENDATIONS

48

CONCLUSION

53

ADDENDUM

62

63

AI+LearningDiferences|DesigningaFuturewithNoBoundaries2

ExecutiveSummary

Therapidexpansionofartificialintelligence(AI)presentsanunprecedented

opportunitytoaddresslearningdiferenceswhendesigninginnovativesystems.InDecember2024,theStanfordAcceleratorforLearningconvenedtheAI+LearningDiferencesWorkingSymposiumandAI+LearningDiferencesHackathon,bringingcommunitymemberstogethertoexplorehowAIsystemscanexpandlearning

opportunitiesforall.

Thiswhitepapersynthesizescontributionsintonineinterconnectedsections,eachexaminingacriticaldimensionattheintersectionofAIandlearningdiferences:

1

EnsuringCo-DesignandCollaborationhighlightstheimportanceofinvolvingindividualswithlearningdiferences,includingchildren,youth,andfamilies,ineverystageofdevelopingpowerfultoolsthatadapttoindividualneeds.

2

DesigningLearningfortheEdgesanalyzeshowAIsystemscanbedevelopedto

enableflexible,personalizedlearningenvironmentsthatrespondtothefullrangeofstudentstrengthsandcircumstances.

3

SpecialEducationandIEPsfocusesonhowAI-poweredtoolscanenhance

individualizededucationthroughreal-timefeedback,scafolding,andadaptivetools.

4

AIinNeedsIdentificationandMediationDesignexaminestheroleofAIsystemsinearlyscreening,identification,anddesignsforresponsivestrategies,raisingbothopportunitiesandethicalconsiderations.

5

SupportingSocialandEmotionalWell-BeingwithAIconsidershowtechnologycanbedesignedtorecognizeandrespondtostudents’emotionalandsocial

development,whicharebothvitaltolearningandlong-termwell-being.

6

AIasAssistiveTechnologylooksatthetransformativepotentialofAIsystemstoenhanceorextendexistingassistivetools,empoweringgreateragencyandindependence.

7

AIinCareer-LongTeacherEducationexploreshowAIsystemsaredesignedtoenhanceeducatordevelopment,personalizeprofessionallearning,andpromoteinclusivepedagogyateverystageofateacher’scareer.

8

AIintheWorkforceaddresseshowtoequipthefullrangeoflearnersforafutureshapedbyAIandautomation,emphasizinginclusiveaccesstoenrichingwork.

9

AI,Interdependence,andLifeSatisfactionbroadenstheconversationbeyondschoolandwork,focusingonhowAIcanbeprogrammedtofosterautonomy,community,andoverallwell-beingacrossalifetime.

AI+LearningDiferences|DesigningaFuturewithNoBoundaries3

Accompanyingtheseinsights,theAI+LearningDiferencesHackathonToolkitprovidespracticalresourcestofacilitateco-designandcollaborationamongcommunitymembers.

BASEDONEMERGINGTHEMES,THEREARE12ACTIONABLERECOMMENDATIONSDIVIDEDINTOFOURKEYGROUPS:

Developersareencouragedtoengageinongoing,compensatedco-designwith

individualswhoselivedexperiencesofercriticalexpertise,usinglearnervariability,UniversalDesignforLearning(UDL),andethicaldatapractices.

Researchersshouldfocusonlong-termstudiesthatcenterfairness,accessibility,andauthenticlearnerexperiences.

EducatorsrequirerobustprofessionallearningthatintegratesAIsystemsefectivelyintoteachingandleadershippractices,enablingdeeperengagementandmore

responsiveinstruction.

Policymakersareadvisedtoconsidercross-sectorcollaborationanddevelopconditionsthatpromotestrategicinvestmentininclusiveinnovation,ensuringreadinessforfuturesocietaldemands.

Together,theseinsightsandrecommendationsinformacohesivestrategyforleveragingAIsystemstoshapeafuturewherealllearnerscanthrivewithoutboundaries.

AI+LearningDiferences|DesigningaFuturewithNoBoundaries4

Introduction

“Nothingaboutuswithoutus”

—MichaelMasuthaandWilliamRowland,DisabledPeopleSouthAfrica

Inspiredbythisguidingprinciple,theStanfordAcceleratorforLearning

convenedover100students,educators,researchers,innovators,policymakers,

philanthropicleaders,andothercommunitymemberstoexploreadvancesin

artificialintelligence(AI)andtheimpactonlearningdiferences.1Reflectingadeepcommitmenttoauthenticparticipation,individualswithintersectionalidentitiesco-designedeveryaspectoftheAI+LearningDiferencesWorkingSymposiumandHackathon,frominitialconceptionthroughthecreationofresourcesdocumentingtheperspectivesshared.

Thecontentandstructureofthiswhitepaperaregroundedincollaborative

dialogue.Variedages,cultures,capacities,andexperienceswerereflectedinsmall-groupdiscussionsfocusedoncriticaltopicsattheintersectionofAIandlearning

diferences.Theseconversationswereintentionallyprioritizedtohighlightresearch,insights,livedexperiences,andemergingideasfromthoseclosesttothechallengesandtheopportunities.

AI+LearningDiferences|DesigningaFuturewithNoBoundaries5

ARTIFICIALINTELLIGENCEASACATALYSTFORINNOVATION

Historically,toolsdesignedtoaddressaccessibility,suchasclosedcaptioning,voicerecognition,andeventhetelephone,haveexpandedtoservebroaderaudiences.

SincethelaunchofChatGPTinNovember2022,generativeAIhascatalyzed

developmentacrossindustries,witheducationemergingasakeyfocusarea.2

Innovativetoolsemergingtodayhavethepotentialtoreshapelearningforeveryone.EducatorswhowereonceresistanttousingAIarenowaskinghowitcanbeused

tobenefitlearnerswhilemaintaininganemphasisonsafety,agency,privacy,and

creativity.Learninghasbecomemorethansomethingtobedelivered;itissomethingtobediscovered,co-created,andunderstoodoneverystudent’sterms.

ConsiderAI-poweredtoolslikeMicrosof’sImmersiveReaderorKhanAcademy’s

Khanmigothatarecreatingnewopportunitiesforlearnerswhomightotherwise

struggleintraditionalsettings.Initiallydevelopedforlearnerswithdyslexia,

ImmersiveReaderbeganasahackathon-winningproject.3Itnowhelpsmore

than20millionpeopleeachmonthreadwithconfidence.4KhanmigoisanAI-

powered“personaltutorandteachingassistant.”5Itsadaptivefeaturespersonalizelearninginwaysthathavebeentraditionallyreservedforstudentswhorequire

individualizedsupport.Thesetoolsareimpressive,buttheyareonlythebeginning.Wearefarfromthesummitofinnovation.

ThefuturemaybringAItoolsthatrespondtoemotionalcues,adapttolearners’understandingandmotivation,andguideexecutivefunctioningandcreativityinwaysthatmirrorhuman-likementorship.Beyondtheclassroom,AImaybeprogrammedtohelpindividualsnavigatecareerpathwaysmoreintuitively.

Workplacetoolscouldadjustinrealtimetomeetcognitiveandcommunicationpreferences.Communitytechnologiesmightfosterbelonging,collaboration,andlifelonglearning.Theseadvancementswillchallengeustoreimaginelearningasaprocessofacquisitionandanexperienceofempowerment.

AsusersbecomefamiliarwithAItools,questionslingeronapplicabilityandaccessibility:

WhatassumptionsarewebuildingintoAIsystems?

Whoisbeingcenteredinthedesignandwhoisbeinglefout?

CanAIbeprogrammedtorecognizebrillianceinallitsforms,evenwhenitdoesn’tfitneatlyintoboxes?

Thesearenotjusttechnicalquestions;theyaremoralones.Theydemandourattentionnow,whilethefoundationsarestillbeinglaidforanAI-drivenfuture.

AI+LearningDiferences|DesigningaFuturewithNoBoundaries6

THESTATEOFLEARNINGDIFFERENCESINOFFICIALGUIDANCEONAIINEDUCATION

Learningdiferencesrefertothebroadrangeofabilities,neurodiversities,and

waysinwhichindividualsexperiencevariability.6Werecognizethatdiferences

maybeidentifiedasdisabilitiesinspecificsettings,legalcontexts,orbecause

ofindividualpreferences.7Learningdiferencesisanexpansivetermthat

recognizesvariabilityinhowpeoplelearnandexperiencetheworldaroundthem.Consequently,wefocusonopportunitiesthatexpandlearninghorizonsforall

learners,frombirthtoadulthood.

Numerousgovernmentsandvariousorganizationsarerecognizingtheimmense

potentialofAIsystemstodriveinnovationinsectorssuchaseducationand

establishingstrategiestocapitalizeonopportunitieswhileminimizingrisks.The

EuropeanUnion,forexample,emphasizesaccessibilityinitsethicsguidelines,8

whileAustraliafocusesonresponsible,ethicaldesign.9TheAfricanUnion’sAI

strategycallsforequitableimplementation,10andadvocatesinSouthAfricaare

expandingSTEMaccessforstudentswithlearning

diferences.11

TheIbero-AmericanIntergovernmentalNetworkforCooperationintheEducationofPersonswith

SpecialEducationalNeeds(RIINEE)network,anintergovernmentalworkinggrouplaunchedin2024,promotesinclusiveeducationthroughinnovationamongeightLatinAmericancountriesand

Spain.12

ChinahasmadeAIinstructionmandatoryincompulsoryeducation,13andorganizationslikeSolveEducation!inSingaporeareusingAItodeliverpersonalized,accessible

content.14

PolicymakingaroundAIineducationisrapidlyevolving.Agrowingconsensus

emphasizesequippingstudentswiththeknowledgeandskillstouseAIsafelyandefectively.IntheUnitedStates,26stateshadissuedAIineducationguidanceby

theendof2024.15Atthefederallevel,anexecutiveorderissuedinApril2025furtherunderscorestheimportanceofpreparingforanAI-driven

future.16

Globally,privacyanddataprotectionremainurgentconcerns.UNICEFemphasizesthatAIsystems

mustprioritizechildren’srights,embeddingprivacy,safety,andprotectionfromdatamisuseintodesignfromthe

outset.17

TheEDSAFEAIAlliancehasestablishedapolicyframeworktoguidethedevelopmentofsafeandtransparentAIeducation

ecosystems.18

Evenasformalguidancecontinuestotakeshape,someschoolsandorganizationsaremovingforwardbyprovidingaccesstoAItools,AIliteracytraining,andrelatedresources.AgrowingnumberofreportsoferpracticalrecommendationsforusingAItosupportlearningdiferences,organizedintoseveraloverarchingcategories:

1.Theimportanceof

research.19

2.Prioritiesandrecommendedsolutions.

3.Statisticalanalysesbasedonsurveydata.20

Moreresourcesthatincorporatediscourseandrecommendationsregardinglearningdiferencesremainapriority.ItisagainstthisbackdropthattheAI+Learning

DiferencesWorkingSymposiumcommenced.

AI+LearningDiferences|DesigningaFuturewithNoBoundaries7

AI+LEARNINGDIFFERENCESWORKINGSYMPOSIUM:

NEWHORIZONS,NEWSOLUTIONS

Theworkingsymposiumbeganwithapanelofleaders,manywithlivedexperiencewithlearningdiferences,representingvarioussectors—medicine,education,

venturecapital,andnonprofitorganizations—eachdedicatedtoenhancinglives

intheirrespectivefields.Theirvariedviewpointssetthetonefortheday,ofering

attendeesamultifacetedunderstandingofthesubjectmatterandunderscoringtheimportanceofcross-disciplinarycollaboration.

Whatfollowedwasaconveningunlikemost.Ninecross-functionalgroupscametogethertogeneratesolutionsforempoweringalllearners.CEOsconversedwithstudents.Educatorsbrainstormedwithbothphilanthropicleadersandventure

capitalists.Parentsandcommunitymemberschallengedassumptionsalongsideresearchersandedtechfounders.Theroomreflectedascenariowetoorarely

see:oneinwhichdiferencewasnotsingledoutbutshared;whereconcernswerevoicedalongsidehopes,andlivedexperiencecarriedequalweighttoprofessionalexpertise.

Thiswhitepaperisorganizedintoninekeysectionsthatrepresenttherich

discussionsandforward-thinkingideassharedduringthesymposium.What

emergedwasbothavisionandasetofrecommendationsthatarebold,inclusive,

andactionable.Theyinviteusers,educators,researchers,developers,policymakers,advocates,andcommunitymemberstoenvisionwhatispossiblewheninnovationisdesignedwithlearningdiferencesinmind.Meaningfulchangebeginswithpeoplecomingtogethertoimaginewhatispossibleandtoshapethefuturetogether.

Figure1.AI+LearningDiferencesSymposiumParticipantMakeup

CompiledbyLeslieMartinez

Student/Parent

Educator

16.4%

7.8%

Stanford

Funder

9.5%

19.8%

Innovator

19.8%

Researcher

17.2%

EcosystemLeader

9.5%

AI+LearningDiferences|DesigningaFuturewithNoBoundaries8

ThefivewinningHackathonteamswere:

EmpowerIEP(GrandPrizeWinner)

TheEmpowerIEPtoolisdesignedtohelp

parentsnavigatetheIndividualizedEducationPlan(IEP)process.ThetoolsimplifiescomplexIEPdocumentsbyprovidingsummarized,

customizableinformation.Italsosupports

parentsduringIEPmeetingsbyrecordingandtranscribinginvariouslanguagesandreadinglevels.EmpowerIEPaimstosupportparentstoadvocateefectivelyfortheirchildrenby

makingtheIEPmoreaccessibleandeasytounderstand.

Maestra

Maestrahelpsteachers,whoareincreasinglystretchedthin,supportthediverselearnersintheirclassroom.TheAItoolcoordinatesthe

activityofmultipleAItoolsandsystems.Itcanautomaticallycontactthejanitorornursetoaddressinroom“accidents”,providereal-

timeadviceonstudentengagement,scheduleappointments,facilitatecoordinationwith

specialists,orcollaboratewithothertools

likeMagicSchoolorOpenIEP.Maestraacceptstypedandspokencommandsorreactsto

environmentalconditions.

FeelLink

FeelLinkisanAI-drivenadaptivelearning

platformdesignedtohelpyoungadults

improvesocialskillsandemotionalintelligencethroughinteractivescenarios.Theplatform

tailorscontenttothelearner’sage,personality,andinterests,oferingpersonalizedfeedbackandactionplans.Itemphasizesself-

afirmation,agency,andinclusivity,with

featuresliketext-to-speechandcustomizablebackgrounds.

BCBAwesome

BCBAwesomeaimstoaddressthesevere

understafinginABA(AppliedBehavior

Analysis)therapy,withonly7,000newBCBA

(BoardCertifiedBehaviorAnalyst)graduatesin2023against65,000jobpostings.Techniciansofenreceiveminimaltraining,leadingto

inconsistentcare.ThissolutionisanAIBCBAtoenhanceABAtherapybyprovidingreal-timeguidancetohumantechnicians,basedon

theindividual’sskilllevel.TheAIisintendedasacoachfortherapists,notareplacementforhumanBCBAs,andfutureplansincludeincorporatingvideomodelingforbetter

learningoutcomes.

Roleability

RoleabilityisanAI-poweredtooldesigned

tohelpindividualswithlearningdiferencesnavigatesocialinteractionsbybuilding

empathy,confidence,andadaptability.The

toolisarole-playinggamethatsimulatesreal-worldsocialscenarios,oferingpersonalizedpracticeandfeedback.Ittracksprogress

throughscenarios,allowscustomizationofskills,andplanstoincludeaudio-visualcomponents.

AI+LEARNINGDIFFERENCESHACKATHON

Hackathonsoferapowerfulmodelfor

innovation.21

Theseeventscreatesafe

spaceswhereindividualswithandwithouttechnicalbackgroundscometogethertosolvereal-worldchallenges.Duringthe2024AI+LearningDiferencesHackathon,136participantswithintersectionalidentitiesformed22teamsandselectedone

offivetracksinwhichtodesign

prototypes.22

Groupsspent12intensivehours

conceptualizing,designing,testing,andrefiningAI-driventoolsresponsiveto

learningdiferencesinwork,education,andleisuresettings.Eachteampresentedtheirproducttoadiversepanelofjudges,reflectingthebroadrangeofexperiencesneededforpurposefulinnovation.Oneofthejudges,7thgraderMaeT.,describedherexperience:

IwasaskedtosharemyexperienceandkeyideasItookawayfromtheAI+LearningDiferences:NewHorizons,NewSolutionsWorkingSymposiumandHackathon.Iwillsharethree.Thefirstishowimportantitistoincludeyouthlikemeindiscussions,

activities,andcomingupwithsolutionsthatimpacttheirlearningandthelearningofourfriends.Usually,adultsaskotheradults,evenwhentheyaretalkingaboutkids.Thiswasmyfirsttimegettingmyowninvitationinsteadofgettingaplusonefrommymom,whoisaprofessor.Shewasmyplusone.Ontheseconddayofthehackathon,IwillalwaysremembersayinggoodbyetomymombecauseIwaschosenasajudge.IgottoseesomanyamazingideasandthoughtsandIknowthatthisoneeventwillhelpshapemylife.

ThesecondideaItookawaywashowinmanyschools,disabilityisthoughtofasa

problemandteachingsolutionsarebasedon“fixingkids.”IhaveseenthathappenatmyschoolinthePATHprograms(PositiveAlternativeTeachingHelp)wherestudentsfeelupsettobethereandwonderwhywhotheyareis“bad.”Atthemeeting,Ibegantoreallyunderstandthatinstead,theproblemisourideasaboutdisabilityand

teachingsolutionsshouldbebasedonfixingourideasaboutlearningdiferencesandmakingthecurriculumflexiblebecauseeveryone