Rethinking Productivity with GenAI: A Neurodivergent Students' Perspective
Open accessAbstract
Recent advancements in generative AI (GenAI) leveraging large language models (LLMs) have led to scholarship on how they (e.g., ChatGPT) can help neurodivergent students create customized workarounds and refocus energy.In response to calls for countering ableist narratives of lessening burdens and challenging normative norms that favor neurotypical individuals in prior research, we use interviews (n = 19) to center neurodivergent higher-education students' accounts related to the use, motivation, and vision for LLM-based GenAI tools in academia.While students found the tools helpful, their experiences revealed challenges with integration into tried-and-tested workflows, limited AI literacy support, experimentation, and flattening personality.Drawing on crip time, we illustrate how GenAI tools can reinforce the normative value of productivity, shifting the burden of access-making onto students themselves.We propose three design values, flexibility, adaptability, and self-authenticity, to reimagine GenAI as a partner rather than a tool prioritizing speed and self-sufficiency.
AI snapshot
Written from the paper’s full text.
TL;DR
This interview study centers 19 neurodivergent higher-education students’ motivations, use, refusal, and future visions for LLM-based GenAI tools in academia. It argues that current tools can reinforce neuronormative productivity norms and proposes flexibility, adaptability, and self-authenticity as design values grounded in crip time.
Key findings
- Participants found GenAI helpful for brainstorming, clarifying concepts, proofreading, debugging, and reducing social costs, with ChatGPT most popular (n = 19), followed by Gemini (n = 8) and Goblin Tools (n = 2).
- They also reported challenges: disrupting tried-and-tested routines, limited AI literacy support, draining experimentation, and flattening personality in writing.
- These tensions led students to redefine or limit GenAI use, often justifying boundaries around academic tasks and contexts.
- For future use, participants envisioned GenAI as a dedicated assistant/coach for planning, organization, prioritization, and monitoring energy levels.
Methods
- Semi-structured interviews (n = 19) with neurodivergent undergraduate and graduate students aged 18+ at the University of Michigan, recruited via screener surveys distributed through study spaces, campus organizations, and departments.
- Interviews were conducted via Zoom, audio recorded, lasted 45–60 minutes, and covered context/motivation, reflection on GenAI use and challenges, and future envisioning.
- Data were analyzed using reflexive thematic analysis, with inductive open coding, deductive organization by research questions, memoing, and iterative co-author dialogue.
Limitations
- The paper states that most participants had ADHD and were undergraduates at one university, with limited graduate student representation; it also did not engage intersecting identities such as race.
- The paper states possible self-selection bias, since participants may already have positive or negative stances on GenAI, and that interviews captured specific moments rather than continuity over time or real-time technology use.
- The paper notes that privacy and surveillance concerns were not raised by participants without explicit prompting, possibly due to interview structure; it also notes the study does not aim to generalize across neurotypes.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
0 of 59 cited sources checked · 0 supported · 0 flagged
- Findingown data
Participants wanted help with different academic areas such as brainstorming, clarifying concepts, grammatical support, or debugging.
“Echoing prior literature [23,32], table 1 shows how participants wanted help with different academic areas (e.g., brainstorming, clarifying concepts, grammatical support, or debugging).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [23]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [32]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingown data
Neurodivergent higher-education students' experiences with LLM-based GenAI tools revealed challenges with experimentation.
“While students found the tools helpful, their experiences revealed challenges with integration into tried-and-tested workflows, limited AI literacy support, experimentation, and flattening personality.”
Quote in the paperSubstantial claim - Findingown data
GenAI's ability to break down content filled gaps where traditional instruction fell short.
“filling gaps where traditional instruction fell short.”
Quote in the paperSubstantial claim - Findingown data
A central benefit noted by all participants was the highly personalized nature of AI-driven assistance.
“A central benefit noted by all participants was the highly personalized nature of AI-driven assistance.”
Quote in the paperSubstantial claim - Findingown data
All participants shared neurodivergent experiences that made academic work stressful and a source of anxiety.
“All participants shared a variety of unique but interrelated neurodivergent experiences that made academic work stressful and a source of anxiety.”
Quote in the paperSubstantial claim
- Findingown data
Interviews with undergraduate and graduate neurodivergent students (n = 19) illustrate how they used GenAI tools to brainstorm, clarify concepts, or proofread writing in response to difficulties managing time, maintaining focus, and experiencing significant gaps in support.
“Interviews with undergraduate and graduate neurodivergent students (n = 19) illustrate how they used GenAI tools to brainstorm, clarify concepts, or proofread writing in response to difficulties managing time, maintaining focus, and experiencing significant gaps in support.”
Quote in the paperSubstantial claim - Findingown data
Overall, participants' quotes emphasize the benefit of immediate and personal support from GenAI tools.
“Overall, these quotes emphasize the benefit of immediate and personal support from GenAI tools.”
Quote in the paperSubstantial claim - Findingown data
Participants characterized GenAI as a flexible and on-demand collaborator that can adapt to varying academic needs.
“Specifically, they characterized GenAI as a flexible and on-demand collaborator that can adapt to varying academic needs.”
Quote in the paperSubstantial claim - Findingreasoning
This support gave participants an opportunity to learn at their own pace and style.
“This support filled the gaps in traditional pedagogy, giving participants an opportunity to learn at their own pace and style.”
Quote in the paperSubstantial claim - Findingown data
The GenAI tools provided benefits to participants, such as on-demand assistance, reserving capacities, and offering judgment-free spaces for conversations.
“While these tools provided benefits, such as providing on-demand assistance, reserving capacities, and offering judgment-free spaces for conversations, participants also encountered challenges.”
Quote in the paperSubstantial claim - Findingown data
GenAI's ability to break down content into digestible pieces aligned with participants' learning preferences.
“Participants emphasized that the GenAI tool's ability to break down content into digestible pieces aligned well with their learning preferences”
Quote in the paperSubstantial claim - Findingown data
Neurodivergent higher-education students' experiences with LLM-based GenAI tools revealed challenges with integration into tried-and-tested workflows.
“While students found the tools helpful, their experiences revealed challenges with integration into tried-and-tested workflows, limited AI literacy support, experimentation, and flattening personality.”
Quote in the paperSubstantial claim - Findingown data
Neurodivergent higher-education students' experiences with LLM-based GenAI tools revealed challenges with limited AI literacy support.
“While students found the tools helpful, their experiences revealed challenges with integration into tried-and-tested workflows, limited AI literacy support, experimentation, and flattening personality.”
Quote in the paperSubstantial claim - Findingreasoning
Participants redefined or limited their use of GenAI tools.
“This led participants to redefine or limit their use of GenAI tools.”
Quote in the paperSubstantial claim - Findingown data
Neurodivergent higher-education students in the study found LLM-based GenAI tools helpful.
“While students found the tools helpful, their experiences revealed challenges with integration into tried-and-tested workflows, limited AI literacy support, experimentation, and flattening personality.”
Quote in the paperSubstantial claim - Findingown data
Participants related their difficulties to the lack of understanding and support in their academic environment.
“More importantly, participants related their difficulties to the lack of understanding and support in their academic environment.”
Quote in the paperSubstantial claim - Findingown data
Neurodivergent higher-education students' experiences with LLM-based GenAI tools revealed challenges with flattening personality.
“While students found the tools helpful, their experiences revealed challenges with integration into tried-and-tested workflows, limited AI literacy support, experimentation, and flattening personality.”
Quote in the paperSubstantial claim - Findingown data
When asked to envision their future academic GenAI use, participants highlighted the potential for these tools to support planning, organization, and prioritization of tasks to better manage deadlines and workloads.
“When asked to envision their future academic GenAI use (RQ3), participants highlighted the potential for these tools to support planning, organization, and prioritization of tasks to better manage deadlines and workloads.”
Quote in the paperSubstantial claim - Findingown data
Participants felt more comfortable communicating and acting on their needs with the tools, such as asking the same query from multiple angles.
“Participants felt more comfortable communicating and acting on their needs with the tools, such as asking the same query from multiple angles (P16).”
Quote in the paperSubstantial claim - Findingown data
When asked to envision the role of GenAI tools in their future academics (RQ3), participants highlighted the potential for GenAI to support them in planning, organizing, and prioritizing academic tasks.
“However, when asked to envision the role of these tools in their future academics (RQ3), participants excitedly highlighted the potential for GenAI to support them in planning, organizing, and prioritizing academic tasks.”
Quote in the paperSubstantial claim - Findingown data
Using GenAI tools required a degree of effort that the students didn't have the capacity for.
“While these mishaps taught participants to be careful when using GenAI, using the tools required a degree of effort that the students didn't have the capacity for.”
Quote in the paperSubstantial claim - Findingown data
Participants viewed GenAI as a potential aid to their difficulties, particularly when traditional methods like time-blocking aids or office hours did not suffice.
“Participants viewed GenAI as a potential aid to their difficulties, particularly when traditional methods like time-blocking aids or office hours did not suffice.”
Quote in the paperSubstantial claim - Findingown data
The tools' inaccuracies forced participants into cycles of revision and re-explaining their intent to the tool instead of streamlining their work.
“Moreover, the tools' inaccuracies forced participants into cycles of revision and re-explaining their intent to the tool instead of streamlining their work.”
Quote in the paperSubstantial claim - Findingown data
Some participants stopped using the tool for writing-specific support.
“While some participants experimented, others stopped using the tool for writing-specific support.”
Quote in the paperNot a substantial claim - Findingown data
Some participants discovered ways to narrow GenAI use as a supportive writing assistant tailored to their neurodivergent needs rather than as a content generator that demands advanced prompting or risks bias.
“Some participants discovered ways to narrow GenAI use as a supportive writing assistant tailored to their neurodivergent needs rather than as a content generator that demands advanced prompting or risks bias.”
Quote in the paperSubstantial claim - Findingown data
A significant challenge for participants, especially those identifying as autistic or with language processing disorders, was how the tools tended to produce dry, stiff-sounding, robotic, or corporate language.
“Another significant challenge for participants, especially those identifying as autistic or with languageprocessing disorders, was how the tools tended to produce “dry” (P2),“stiff-sounding”(P8), “robotic”(P0), or “corporate” (P9) language.”
Quote in the paperSubstantial claim - Findingown data
Participants, particularly those with anxiety, related their reluctance to change routines to their disability.
“Participants, particularly those with anxiety, related their reluctance to their disability.”
Quote in the paperNot a substantial claim - Findingreasoning
This tension led participants to justify, redefine, or limit their use of GenAI tools.
“This led participants to justify, redefine, or limit their use of GenAI tools.”
Quote in the paperSubstantial claim - Findingown data
Participants described using GenAI tools to maintain a consistent focus when researching information.
“For example, throughout section 4, participants described using the tools to maintain a consistent focus when researching information, minimize nonlinear thinking, move to individualized support from staff-based support, or brainstorm faster.”
Quote in the paperNot a substantial claim - Findingown data
The most popular vision among participants included a dedicated assistant/coach capable of managing schedules, organizing tasks, and monitoring energy levels.
“The most popular vision included a dedicated assistant/coach capable of managing schedules, organizing tasks, and monitoring energy levels.”
Quote in the paperSubstantial claim - Findingown data
In response to motivations and challenges, participants redefined use in unique ways.
“In response to the motivations and challenges, participants redefined use in unique ways.”
Quote in the paperSubstantial claim - Findingown data
Participants used GenAI tools to reduce social costs and avoid conforming to neurotypical standards (e.g., being fast, linear, or non-repetitive).
“Overall, participants used GenAI tools to reduce social costs and avoid conforming to neurotypical standards (e.g., being fast, linear, or non-repetitive).”
Quote in the paperSubstantial claim - Findingown data
Participants described using GenAI tools to minimize nonlinear thinking.
“For example, throughout section 4, participants described using the tools to maintain a consistent focus when researching information, minimize nonlinear thinking, move to individualized support from staff-based support, or brainstorm faster.”
Quote in the paperNot a substantial claim - Findingown data
Participants described using GenAI tools to brainstorm faster.
“For example, throughout section 4, participants described using the tools to maintain a consistent focus when researching information, minimize nonlinear thinking, move to individualized support from staff-based support, or brainstorm faster.”
Quote in the paperNot a substantial claim - Findingown data
P14 stopped using the tool in a math class to conserve capacity because it kept getting the problem wrong and hallucinating.
“P14 stopped using the tool in a math class to conserve capacity because “it kept getting the problem wrong, even giving different answers every time...I realized it kept hallucinating something wrong.””
Quote in the paperNot a substantial claim - Findingown data
Interviews revealed that the need to follow a neurotypical conception of productivity (doing more in less time) motivated participants to use GenAI.
“However, interviews (sec 4.1) revealed how the need to follow a neurotypical conception of productivity (i.e., doing more in less time) motivated participants to use GenAI.”
Quote in the paperSubstantial claim - Findingown data
Most participants felt the trial-and-error nature of working with generative AI tools added to the burdens of navigating inaccessible academic environments.
“Most participants felt the trialand-error nature of working with generative AI tools added to the burdens of navigating inaccessible academic environments.”
Quote in the paperSubstantial claim - Findingown data
Participants described understanding GenAI's capabilities as an integral factor in shaping their use cases of broadly ideating, organizing, and reviewing work.
“Participants described understanding GenAI's capabilities as an integral factor in shaping their use cases of broadly ideating, organizing, and reviewing work.”
Quote in the paperSubstantial claim - Findingreasoning
Participants constantly adjusted their neurodivergent ways of functioning.
“Consequently, participants constantly adjusted their neurodivergent ways of functioning.”
Quote in the paperSubstantial claim - Findingown data
Participants' detailed narrations revealed several barriers and concerns that conflicted with their motivations for using the tools to gain energy and time and meet academic requirements.
“However, their detailed narrations also revealed several barriers and concerns that conflicted with their motivations for using the tools to gain energy and time (RQ2) and meet the expectations of their academic requirements.”
Quote in the paperSubstantial claim - Findingown data
Participants described using GenAI tools to move to individualized support from staff-based support.
“For example, throughout section 4, participants described using the tools to maintain a consistent focus when researching information, minimize nonlinear thinking, move to individualized support from staff-based support, or brainstorm faster.”
Quote in the paperNot a substantial claim - Findingown data
P15 limited GenAI use to synthesizing and clarifying objective material to avoid experimentation or having to research accuracy levels of models.
“For example, P15 limited its use to “synthesizing and clarifying objective material” to avoid experimentation or having to research accuracy levels of models.”
Quote in the paperNot a substantial claim - Findingown data
Participants wanted GenAI tools to help them allocate more brainpower to meaningful engagement with their work.
“They wanted GenAI tools to give them personal insights, understand the fluidity and nonlinearity central to neurodiverse experiences, work with them to improve their workflow, and help them allocate more brainpower to meaningful engagement with their work.”
Quote in the paperSubstantial claim - Findingown data
Participants wanted GenAI tools to work with them to improve their workflow.
“They wanted GenAI tools to give them personal insights, understand the fluidity and nonlinearity central to neurodiverse experiences, work with them to improve their workflow, and help them allocate more brainpower to meaningful engagement with their work.”
Quote in the paperSubstantial claim - Findingown data
Participants wanted GenAI tools to give them personal insights.
“They wanted GenAI tools to give them personal insights, understand the fluidity and nonlinearity central to neurodiverse experiences, work with them to improve their workflow, and help them allocate more brainpower to meaningful engagement with their work.”
Quote in the paperSubstantial claim - Findingown data
Participants appreciated GenAI tools for providing a stress-free environment to ask repetitive queries without negative judgment.
“participants appreciated GenAI tools for providing a stress-free environment to do so.”
Quote in the paperSubstantial claim - Findingown data
Participants felt that GenAI systems required infeasible amounts of time and energy, especially when students are juggling the multiple demands of higher education.
“Instead of functioning as a seamless ally, they felt that GenAI systems required infeasible amounts of time and energy, especially when students are juggling the multiple demands of higher education.”
Quote in the paperSubstantial claim - Findingown data
Participants illustrated resisting neuronormative pressures to preserve their unique working and thinking styles.
“Interestingly, participants illustrated resisting neuronormative pressures to preserve their unique working and thinking styles in section 4.3.”
Quote in the paperSubstantial claim - Findingreasoning
These concerns led participants to redefine or limit their use of GenAI tools.
“This led participants to redefine or limit their use of GenAI tools.”
Quote in the paperSubstantial claim - Findingown data
When asked to envision the future role of GenAI tools for their academics, participants highlighted their potential as a dedicated assistant/coach capable of managing schedules, organizing tasks, and monitoring energy levels.
“When asked to envision the future role of these tools for their academics, participants highlighted GenAI's potential as a dedicated assistant/coach capable of managing schedules, organizing tasks, and monitoring energy levels.”
Quote in the paperSubstantial claim - Findingown data
P8 continued using hand-drawn maps from their analog brainstorming routine in combination with their GenAI tool.
“For example, P8 continued using hand-drawn maps from their analog brainstorming routine in combination with their GenAI tool.”
Quote in the paperNot a substantial claim - Findingown data
Participants did not raise issues regarding privacy and surveillance without explicitly being asked during interviews.
“We note that our participants did not raise issues regarding privacy and surveillance without explicitly being asked during interviews.”
Quote in the paperNot a substantial claim - Findingreasoning
Neurodivergent students' capacity is often not constant.
“These sentiments emphasize crip time's recognition for accommodating fluctuating cognitive and energy levels as neurodivergent students' capacity is often not constant.”
Quote in the paperSubstantial claim - Findingown data
Using GenAI tools helped P8 save time from simultaneously following multiple branches of the map due to their nonlinear thinking.
“While the maps helped them preserve their traditional working style, using GenAI tools helped save time from simultaneously following multiple branches of the map due to their nonlinear thinking.”
Quote in the paperNot a substantial claim - Findingown data
Rigid timelines and the pressure to keep up often conflicted with participants' fluctuating energy, motivation, or cognitive states.
“As participants shared, rigid timelines and the pressure to keep up often conflicted with their fluctuating energy, motivation, or cognitive states (4.2).”
Quote in the paperSubstantial claim - Findingown data
Participants described doing more in less time as a primary motivation for using GenAI.
“While participants shared how the tools helped fill accessibility gaps in their academic environment (e.g., having on-demand personalized assistance), they described doing more in less time as a primary motivation.”
Quote in the paperSubstantial claim - Findingown data
P8 and other participants felt pressured and anxious about not having enough time to explore the tools' capabilities or efficiently adapt them to fit their tried-and-tested routines.
“However, they and other participants felt pressured and anxious about not having enough time to explore the tools' capabilities or efficiently adapt them to fit their tried-and-tested routines (4.2).”
Quote in the paperSubstantial claim - Study design and conductcitation
The study trusted participants' self-identification of neurodivergence rather than requiring formal diagnosis.
“Although many participants had formal diagnosis, we chose to trust their self-identification in recognition of the systemic gate-keeping and limitations of medical labels regarding invisible disabilities [14,28,40].”
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- cites [28]
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- cites [40]
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- Interpretationreasoning
The lack of accessible practices and awareness wrongly places the responsibility of creating accessible environments on neurodivergent individuals.
“The lack of accessible practices and awareness wrongly places the responsibility of creating accessible environments on neurodivergent individuals.”
Quote in the paperSubstantial claim - Premisecitation
LLM-based GenAI tools can provide meaningful support to neurodivergent students in areas such as executive functioning, energy fluctuations, and information processing.
“Researchers argue that the tools can provide meaningful support to students in these areas [11,17,34,74], especially considering the presence of ableist narratives, insufficient knowledge of the needs of neurodivergent populations, and the flawed practice of retroactive accommodations for students with disabilities in higher education institutions [16,41,70].”
Quote in the paperSubstantial claim0 of 4 sources checked- cites [11]
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- cites [17]
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- cites [34]
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- cites [74]
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- Premisecitation
Neurodivergent students employed multiple workarounds to complete their tasks, such as creating shared spaces for communicating hacks and workflow suggestions.
“As a result, students employed multiple workarounds to complete their tasks, such as creating shared spaces for communicating hacks and workflow suggestions (e.g., substituting reading with alternative visual content like videos).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [16]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Critical accessibility works note neuronormative expectations regarding efficiency, wherein students are rewarded for learning and working at a continuous, linear, and fast pace.
“Consequently, critical accessibility works note neuronormative expectations regarding efficiency, wherein students are rewarded for learning and working at a continuous, linear, and fast pace [54,68,77,80].”
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- cites [68]
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- cites [77]
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- cites [80]
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- Premisecitation
Much of the research centering on technology use by people with ADHD is mired in an ableist narrative of mitigating burdens and enforcing routines that disregard the fluctuations often experienced by neurodivergent individuals.
“Relatedly, critical accessibility scholars, such as Spiel et al. [72], argue that much of the research centering on technology use by people with ADHD is mired in an ableist narrative of mitigating burdens and enforcing routines that disregard the fluctuations often experienced by neurodivergent individuals.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [72]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data
The decision-making process highlights how participants navigated GenAI use to minimize complexity when their fluctuating needs conflicted with neurotypical expectations in academic structures and technologies.
“The decision-making process highlights how participants navigated GenAI use to minimize complexity when their fluctuating needs conflicted with the neurotypical expectations in academic structures and technologies (RQ2).”
Quote in the paperSubstantial claim - Interpretationown data
Limited AI literacy, whether due to a lack of accessible tutorials or classroom bans, restricted the depth and breadth of GenAI tool usage.
“Overall, limited AI literacy, whether due to a lack of accessible tutorials or classroom bans, restricted the depth and breadth of GenAI tool usage.”
Quote in the paperSubstantial claim - Interpretationcitation
These challenges reveal how neurodivergent students are often left with the misplaced responsibility of creating access through technologies.
“and reveal how neurodivergent students are often left with the misplaced responsibility of creating access through technologies [16,72].”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [16]
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- cites [72]
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- Interpretationreasoning
The efficiency gained through AI wasn't just about convenience but a means to better navigate the constraints of academic life.
“In this sense, the efficiency gained through AI wasn't just about convenience but a means to better navigate the constraints of academic life.”
Quote in the paperSubstantial claim - Interpretationown data
Continuous tweaking creates barriers and frustrating experiences for neurodivergent students who face challenges managing workloads.
“However, these quotes illustrate that continuous tweaking creates barriers and frustrating experiences for neurodivergent students who face challenges managing workloads.”
Quote in the paperSubstantial claim- Rests on an assumption: Neurodivergent students face challenges managing workloads.
- Interpretationown data
There is a critical tension between wanting to utilize GenAI tools for writing-related support and having their nuanced styles flattened.
“These quotes illustrate a critical tension between wanting to utilize GenAI tools for writing-related support and having their nuanced styles flattened.”
Quote in the paperSubstantial claim - Interpretationcitation
These challenges reflect the lack of diverse perspectives when creating and designing technologies.
“These challenges reflect the lack of diverse perspectives when creating and designing technologies [61]”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [61]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Study design and conductnone given
The limited number of graduate students narrowed the study's focus on how students used the tool.
“The limited number of graduate students also narrowed our focus on how students used the tool.”
Quote in the paperNot a substantial claim - Interpretationreasoning
The tension of limiting GenAI use to avoid additional complexity despite the tools' potential to support accessibility gaps illustrates an indirect push towards neuronormative interpretations of a successful and productive student.
“The tension of limiting GenAI use to avoid additional complexity despite the tools' potential to support accessibility gaps illustrates an indirect push towards neuronormative interpretations of a successful and productive student.”
Quote in the paperSubstantial claim - Interpretationown data
Participants' priorities are representative of the support gaps in academic environments due to an inherent bias towards neuronormative standards.
“These priorities are representative of the support gaps in academic environments due to an inherent bias towards neuronormative standards.”
Quote in the paperSubstantial claim- Rests on an assumption: Academic environments have an inherent bias towards neuronormative standards.
- Premisecitation
GenAI tools are trained on normative language and professional standards.
“Finally, since these tools are trained on normative language and professional standards [23], we argue that self-authenticity remains central to avoid flattening personal tone or requiring standard ways of prompting to be understood.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [23]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning
GenAI tools in education that embody crip time would not push all students to follow neuronormative standards and prioritize productivity.
“We argue that GenAI tools in education that embody crip time would not push all students to follow neuronormative standards and prioritize productivity.”
Quote in the paperNot a substantial claim - Premisecitation
The focus on productivity and efficiency in higher education institutions is commonly criticized by researchers as characteristic of neuronormative expectations, wherein students' minds are valued based on socially constructed ideas of intelligence, excellence, and success, usually marked by quick, high-quality, consistent outputs.
“The focus on”
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- Interpretationreasoning
The absence of privacy concerns among participants may reflect the interview structure, which focused on academic use and left limited time to probe broader systemic concerns.
“This absence may reflect the structure of our interviews, which focused students' use of and vision for GenAI tools in academic contexts, leaving limited time to probe for broader systemic concerns.”
Quote in the paperNot a substantial claim - Interpretationcitation
Current GenAI tools often fail to accommodate the fluidity and flexibility integral to neurodivergent ways of learning.
“Drawing from Kafer's conceptualization of crip time [44], we highlight the ways in which current GenAI tools often fail to accommodate the fluidity and flexibility integral to neurodivergent ways of learning.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [44]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- May combine two claims. 57
- Classified as probably not a substantial claim. 67
- The quote only partly states this claim. 2
May combine two claims.
Findingown dataParticipants encountered challenges with GenAI tools, including concerns over disrupting established routines, spending time and energy experimenting with the tools amidst capacity constraints, limited guidance regarding tools, and the dimming of one's personality.
“They expressed concerns over disrupting established routines, spending time and energy experimenting with the tools amidst capacity constraints, limited guidance regarding tools, and the dimming of one's personality.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataAll participants were familiar with GenAI tools, with ChatGPT being the most popular (n = 19), followed by Gemini (n = 8) and Goblin Tools (n = 2).
“All participants were familiar with GenAI tools (with Chat-GPT being the most popular (n = 19), followed by Gemini (n = 8) and Goblin Tools [21] (n = 2)) and categorized their frequency of use as constantly changing.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [21]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Findingown dataParticipants' personal narratives reveal a common thread of feeling overwhelmed, unfocused, and under-supported, highlighting gaps in the support they require to meet academic expectations.
“These personal narratives reveal a common thread of feeling overwhelmed, unfocused, and under-supported, highlighting gaps in the support they require to meet academic expectations.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataParticipants described GenAI tools as serving four roles: an on-demand collaborator personalized to needs in the moment, an information decomposer, a coach without feelings or bias, and someone who takes care of less meaningful tasks.
“We categorize these roles as (1) an on-demand collaborator personalized to needs in the moment, (2) an information decomposer who breaks down information for easy digestion, (3) a coach without feelings or bias, and (4) someone who takes care of less meaningful tasks.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP1 worried that AI's tendency to standardize language would remove a layer of authenticity.
“They worried that AI's tendency to standardize language would remove a layer of authenticity, “I've heard oftentimes in English classes that what makes writing good is if it's just you who could have made that, especially in creative writing. . .I don't want it to take out my exclamation marks and make everything short.I want people to know it's me.””
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataParticipants often used GenAI tools to handle repetitive or non-essential tasks, saving energy for more meaningful work.
“Participants often used the tools to handle repetitive or non-essential tasks, saving energy for more meaningful work.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP17 wanted to translate unorganized chaotic thoughts into a to-do list.
“P17 wanted to translate the “unorganized chaotic thoughts that my brain is spitting out” into a to-do list.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataParticipants showed interest in learning how to use these tools but felt there was not an accessible way of understanding how to integrate them into their workflows.
“They showed interest in learning how to use these tools but, in response to the tension of changing well-crafted routines, felt that there was not an accessible way of understanding the various ways these tools could be integrated into their workflows.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP13 felt that asking AI for concept clarification feels less like cheating when asking a person, though technically the same.
“They shared a similar sentiment when turning to AI for help clarifying concepts, sharing how “it feels less like cheating when you ask a person, except it is technically the same thing if you use AI.””
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataOthers who were more conservative about GenAI use reduced the tools to rare scenarios or preferred alternate ways.
“Others, who were more conservative about GenAI use, reduced the tools to rare scenarios or preferred alternate ways.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP17 wanted the tool to keep them focused by pointing out priorities.
“Mirroring a personal assistant, they wanted the tool to keep them focused by pointing out, “Okay, you put these things down, but actually the class tomorrow matters”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP10 modified output to include their tone even in formal essays because they don't formally sound like that.
“P10 would “modify the output to include my tone even in formal essays”, reasoning that “I don't even formally sound like that.””
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThese boundaries evolved consistently, leaving some confused and guilty when using GenAI to help with their academic workload or inaccessible environments.
“However, these boundaries evolved consistently, leaving some confused and guilty when using GenAI to help with their academic workload or inaccessible environments.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataFindings from RQ1 and RQ2 illustrated a critical tension: participants appreciated GenAI tools for helping with neurodiversity-related challenges in their academic environments, but felt discouraged because of neurotypical pressures from adopting the tools.
“Findings from RQ1 and RQ2 illustrated a critical tension: while participants appreciated the tools for helping with neurodiversityrelated challenges (e.g., nonlinear thinking, decomposing overwhelming tasks, avoiding distractions) in their academic environments, they also felt discouraged because of the neurotypical pressures from adopting the tools (4.2).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP1 discovered their opinions were only somewhat founded after having to change negative perceptions of an AI-generated art piece by an author with a fine arts degree who had lost mobility, where AI was just a step in multimodal art.
“P1, also an editor of a disability-related anthology, discovered that their “opinions are only somewhat founded” after having to change negative perceptions of an AI-generated art piece.The author “had a fine arts degree but had lost some mobility.So, it was actually a multimodal way of making art where AI was just a step.””
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataWhile many saw value in learning to work with AI tools, they shared that the demand conflicted with their available capacities.
“While many saw value in learning to work with AI tools, they shared that the demand conflicted with their available capacities.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP5 needs to have a vision and at least half of the work done, and the tool tries a lot but still fails a lot.
“Similarly, P5 explained how they “need to have a vision.If I'm using this, I must have at least half of it done.It tries a lot, and then it still fails a lot.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP18 envisioned improvements to their workflow.
“Interestingly, P18 envisioned improvements to their workflow,”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataSome students pushed past initial challenges but reasoned that reaching a place of relative comfort took effort.
“Some students pushed past initial challenges but reasoned that reaching a place of relative comfort took effort.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Findingown dataParticipants imagined the tool pulling assignments from syllabi, assigning priorities, estimating task durations, and suggesting time blocks.
“They imagined the tool pulling assignments from syllabi, assigning priorities, estimating task durations, and suggesting time blocks.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP6 was confused about effective GenAI use, didn't know how to use it to help, and thought their thoughts may change if the tool offered tailored guidance for their ADHD.
“P6, confused about effective use, reasoned, “I don't really know how to use it in a way that would really help me, ” sharing that their thoughts may change if the tool can offer tailored guidance for their ADHD.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP6 said searching words and giving feedback is fine, but wouldn't like GPT's output if told to write an entire paragraph.
“P6 explained, “searching words and giving feedback is fine, but I wouldn't like GPT's output if I told it to write an entire paragraph.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP6 imagined receiving dynamic suggestions instead of being forced to do assignments within certain periods to maintain agency and self-motivation.
“Meanwhile, P6 imagined receiving”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Findingown dataParticipants wanted GenAI tools to understand the fluidity and nonlinearity central to neurodiverse experiences.
“They wanted GenAI tools to give them personal insights, understand the fluidity and nonlinearity central to neurodiverse experiences, work with them to improve their workflow, and help them allocate more brainpower to meaningful engagement with their work.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP16 shared instances where their tool refused to agree to corrections.
“Interestingly, P16, who builds on simple concepts to learn complex concepts through the tool, shared instances where their tool refused to agree to corrections, “I tell it that it's not right, but it doesn't listen.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP1, afraid of GenAI use in a sensitive context like their nursing major, compared the benefit of GenAI tools to the strength of a special interest, finding it motivating and helping them do readings.
“P1, afraid of GenAI use in a sensitive context, like their nursing major, interestingly compared the benefit of GenAI tools to the strength of “having a very one-track interest most of my life, which is characteristic of a lot of autistic people having a special interest or having a topic they're very dedicated to.”They elaborated how “it's very motivating... it helps me do the readings because I”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP0 avoided their tool altogether because it changed punctuation in undesired ways and preferred their own proofreading.
“Meanwhile, P0 avoided their tool altogether, explaining that it changed punctuation in undesired ways, “I said, you know what?I like my own proofreading better.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP10 used the tool to build on their strength of visualizing stories with organization of text, helping fill unintended gaps and making it less overwhelming.
“Similarly, P10 reflected on using the tool to build on their strength of visualizing stories with the much-needed organization of text that then helps them fill unintended gaps in the written version, “I'll splatter to GPT about a story, but I have no idea how to organize that on paper.So, it shows me what's good in this story and what I'm missing.Like, hey, you missed out on your story's climax,”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP3 was initially really annoyed with the tool's inability to understand what they wanted.
“P3 explained that they were initially “really annoyed” with the tool's inability to understand what they wanted.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP14 often facing time constraints had difficulty resisting GenAI when short on time but forced themselves to reconsider.
“Often facing time constraints, they shared that they have “difficulty resisting when I am short on time.” but force themselves to reconsider, “No, you're gonna fail your exam!””
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataLarge classes, inaccessible office hours, or fear of peer/instructor-based judgment often left participants without timely and individual help.
“In terms of academic environments, they reflected how large classes, inaccessible office hours, or fear of peer/instructor-based judgment often left them without the timely and individual help they needed.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP7 initially thought they would do it on their own even though it would take longer because they were really against using GPT at first.
“Meanwhile, P7, a computer science student, described how they initially thought, “I'll do it on my own even though it will take longer” because they were “really against using GPT at first.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataParticipants wanted the tool to keep them focused by pointing out upcoming classes and deadlines.
“they wanted the tool to keep them focused by pointing out,”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP7 feels like cheating to have such a helpful tool, like an unfair advantage, and like doing something wrong in courses that haven't explicitly mentioned it, even though they know they're not letting it do their work and know they're not doing something wrong.
“Despite that, they shared, “It feels like cheating to have such a helpful tool, even if I'm never letting it do my work because I know I will need it on an exam.It feels like an unfair advantage.If I'm in a course that hasn't explicitly mentioned it yet, it feels like I'm doing something wrong, even though I know I'm not.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP18, concerned about learning quality, emphasized spending time to write code first and then using the tool as an assistant that verifies code and helps with debugging.
“P18, concerned about their learning quality, emphasized spending time to write the code first and then using the tool as an “assistant” that verifies their code and helps with debugging.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataOverall, participants envisioned GenAI tools helping them manage time as they found it exhausting.
“Overall, participants envisioned the tools helping them manage time as they found it exhausting.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP7 grew more accepting of GenAI after an internship experience where every single engineer had GenAI open.
“They grew more accepting of GenAI after an internship experience where “every single engineer had GenAI open.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP8 modified their routine with GenAI and considerable effort to see the whole picture and save time from thinking in circles.
“They mentioned how, with GenAI and considerable effort, they have modified the routine, “I still make a map, but I don't have to keep track of the stack of sheets for anything I want to add.I input everything and wait until the entire story creation process is done.Then, I can see the whole picture through the AI's output versus going off on random strands of thought in the middle and getting over”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataParticipants sought help for clarity or grammar but valued the distinctive voice in their writing that AI-based suggestions frequently erased.
“While participants sought help for clarity or grammar, they valued the distinctive voice in their writing that AI-based suggestions frequently erased.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP3 eventually learned to get the desired response after rephrasing a couple of times.
“Motivated by getting on-demand guidance for their academic workload, they eventually learned “after rephrasing a couple of times and it not understanding what I wanted or me not phrasing it correctly to get the response I wanted.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP13 felt that even though GenAI makes it easier for their ADHD, they don't use it to summarize readings because it feels like putting in less work.
“For instance, P13 felt that “even though it makes it easier for my ADHD, I don't use it to summarize readings for me.It just feels like you're putting in less work.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP8 used to jot down ideas on paper maps but had difficulty getting distracted when fitting new strands of thoughts, ascribing nonlinear thinking to ADHD, since it required repeating the entire exercise.
“P8, for example, used to jot down ideas on paper maps but described difficulty getting distracted when fitting new strands of thoughts (ascribing nonlinear thinking to their ADHD) since it would require repeating the entire exercise.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP15 entertained digitizing their analog workflow, imagining the tool estimates durations and suggests time blocks.
“P15 entertained digitizing their analog workflow, where they “write everything out for the week and cross tasks one by one, ” imagining that the tool says, “Hey, you're gonna take 45 minutes to do this homework and it'll take you 1 hour to do X reading.Do the homework at one on Tuesday.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP4 has academics figured out but difficulty with time due to ADHD, and wished the tool autonomously updates and prioritizes tasks to save time and labor of writing each due date.
“P4, for example, emphasized, “I have my academics figured out but I have difficulty with time due to my ADHD.”They wished the tool autonomously updates and prioritizes tasks to “help with saving time and labor of writing each due date.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP10 abandoned an AI tool in Photoshop after poor interpretation of the request.
“P10 abandoned an AI tool in Photoshop after poor interpretation of the request, saying, “I don't have time for fixes.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP9 found the tool annoying because it made them sound like an alien, conflicting with the context-appropriate but human-friendly tone they wanted for everyday communication like emails.
“P9 found the tool “annoying” because it made them “sound like an alien, ” conflicting with the context-appropriate but human-friendly tone they wanted to adopt in everyday communication channels, like emails.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataWhen P3 asked their tool to sound more natural, it swung too casual; P3 couldn't find a happy medium and edited output with trusted friends.
“For example, when P3 asked their tool to sound more natural, it swung too far the other way, “If I'm like 'make this less formal,' it spits out a version that's too casual.I can't find a happy medium. . .So I edit it and show it to my trusted friends.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown dataP14, disappointed with lack of personality, felt the tools were only useful in structured tasks such as a rejection email compared to creative assignments requiring nuance and complex reasoning.
“Similarly, P14, disappointed with lack of personality, felt the tools were only useful in structured tasks, such as “a rejection email, ” compared to “creative assignments, ”, which require nuance and complex reasoning.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP10 was frustrated that the tool can get great stuff but can't mirror you.
“P10 echoed similar sentiments, frustrated with how “you can get great stuff from this tool, but it can't mirror you.””
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataParticipants mentioned using GenAI tools to brainstorm, clarify concepts, proofread writing, and help with debugging.
“Participants mentioned using the GenAI tools to brainstorm, clarify concepts, proofread writing, and help with debugging.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataP13 justified AI use by comparing it with emailing their instructor, except faster and more personalized.
“They explained justifying the use by comparing it with “emailing our instructor about it, except it's way faster, and we'll be able to personalize it.””
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Findingnone givenNeurodivergent users frequently emphasize their capacity constraints for finding relevant resources.
“While companies have begun to provide guided learning platforms (e.g., OpenAI Academyfoot_0 , neurodivergent users frequently emphasize their capacity constraints for finding relevant resources.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataParticipants expressed concerns over disrupting established routines, spending time and energy experimenting with the tools amidst capacity constraints, limited guidance about tools, and lack of personality.
“They expressed concerns over disrupting established routines, spending time and energy experimenting with the tools amidst capacity constraints, limited guidance about tools, and lack of personality.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Findingown dataParticipants envisioned a future where GenAI tools could adjust to their shifting needs, energy levels, and cognitive bandwidth.
“While GenAI tools are often imagined as productivity enhancers (on neuronormative standards), our participants envisioned a different future: one where the tools could adjust to their shifting needs, energy levels, and cognitive bandwidth (4.4).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataMany participants noted that GenAI tools, while helpful for spelling, grammar, or structure, risked the loss of personal quirks or style.
“Many participants noted how GenAI tools, while helpful in addressing spelling, grammar, or structure, also risked the loss of personal quirks or style (4.2.4).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataGenAI tools provided benefits such as on-demand assistance, reserving capacities, and judgment-free spaces for conversations, while participants also encountered challenges.
“While these tools provided benefits, such as providing on-demand assistance, reserving capacities, and offering judgment-free spaces for conversations, participants also encountered challenges.”
Quote in the paperSubstantial claimMay combine two claims.
FindingcitationParticipants were either unaware of tone and style customization settings in GenAI tools or skeptical about them.
“While some GenAI tools provide users with these settings, participants were either unaware of the options or skeptical about them, which speaks to the experimental nature of these systems [23,32].”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationStaff and teachers could not sufficiently address neurodivergent students' needs related to course components primarily because they lacked literacy on neurodiversity or cognitive accessibility.
“For example, Borsotti et al. [16] found that staff and teachers could not sufficiently address students' needs related to course components primarily because the staff and teachers lacked literacy on neurodiversity or cognitive accessibility.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [16]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenCo-authors contributed to the analysis through iterative critical dialogue after every stage: memoing, developing codes, and generating themes.
“Co-authors contributed to this process through iterative critical dialogue after every stage: memoing, developing codes, and generating themes.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationown dataGenAI tools can reinforce the normative value of productivity, shifting the burden of access-making onto students themselves.
“Drawing on crip time, we illustrate how GenAI tools can reinforce the normative value of productivity, shifting the burden of access-making onto students themselves.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationLLM-based GenAI tools can help students create customized workflows and refocus students' energy on more demanding tasks.
“Scholars have also illustrated how LLM-based GenAI tools (e.g., ChatGPT [1] or Gemini [4]) can help students create customized workflows and refocus students' energy on more demanding tasks (e.g., generating ideas vs. correcting spelling errors) [85].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [85]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown dataThe interview protocol, recruitment materials, and consent form were approved by the institutional review board.
“The interview protocol, recruitment materials, and consent form were approved by our institutional review board, and participants received a 30$ gift card for their participation.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
InterpretationreasoningSome GenAI features are only available to paid users, emphasizing the need for generally accessible interfaces as many students use free versions.
“It should be noted that some of these features are only available to paid users, which emphasizes the need for generally accessible interfaces as a lot of students use free versions of the tools.”
Quote in the paperNot a substantial claim- Rests on an assumption: Some GenAI features are only available to paid users.
- Rests on an assumption: A lot of students use free versions of GenAI tools.
Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.
PremisecitationMore research is needed to capture practices of access knowing-making in the context of GenAI use and to raise awareness about the needs of neurodivergent students.
“However, more research is needed to capture such practices of access knowingmaking [37] in the context of GenAI use and raise awareness about the needs of neurodivergent students.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [37]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductcitationThe study followed best practices during the scheduling process, including asking for optional access requests.
“As suggested by prior studies [16,50], we asked for optional access requests and followed best practices during the scheduling process.”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [16]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [50]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing), S4 (based). May combine two claims. The quote only partly states this claim.
Study design and conductcitationThe analysis used reflexive thematic analysis (RTA) with a hybrid inductive-deductive approach.
“They then applied the reflexive thematic analysis (RTA) approach to analyze the interview data [19,20].”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [19]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [20]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationStudents in higher education institutions are increasingly using LLM-based GenAI tools to do various academic tasks like summarizing, searching, and reviewing.
“Students in higher education institutions are increasingly using them to do various academic tasks like summarizing, searching, and reviewing [58].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [58]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
InterpretationcitationThese priorities are representative of the difficulties participants tied to their disabilities earlier and the support gaps in academic environments due to an inherent bias towards neuronormative standards, often leading neurodivergent individuals to mask their differences.
“These priorities are representative of the difficulties participants tied to their disabilities earlier (4.1.1)and the support gaps in academic environments due to an inherent bias towards neuronormative standards [7,16,60], often leading neurodivergent individuals to mask their differences [48,72].”
Quote in the paperNot a substantial claim0 of 5 sources checked- cites [7]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [16]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [60]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [48]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [72]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Interpretationown dataThe requirement to experiment and the embedded risk of misleading outputs led participants to opt out or deterred them from fully utilizing the tools.
“While GenAI tools can be powerful, especially for accommodating inaccessible practices within higher education institutions, the requirement to experiment and the embedded risk of misleading outputs led participants to opt out or deterred them from fully utilizing the tools.”
Quote in the paperSubstantial claim- Rests on an assumption: GenAI tools can be powerful for accommodating inaccessible practices within higher education institutions and have potential as accessibility aids.
May combine two claims.
Interpretationown dataAll participants illustrated a process of redrawing boundaries in GenAI's use by narrowing use to subjective contexts, balancing the tools' potential as accessibility aids with their sticky challenges.
“Generally, all participants illustrated a process of redrawing boundaries in GenAI's use by narrowing use to subjective contexts, balancing the tools' potential as accessibility aids with their sticky challenges (e.g., routine changes, experimentation, limited AI literacy support, and lack of personality).”
Quote in the paperSubstantial claim- Rests on an assumption: GenAI tools can be powerful for accommodating inaccessible practices within higher education institutions and have potential as accessibility aids.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThese concerns relate to a broader concern regarding the tendency for assistive technologies to enforce normative ways to fit dominant worldviews.
“These concerns also relate to a broader concern regarding the tendency for (assistive) technologies to enforce normative ways to fit dominant worldviews [10,32,40].”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites [10]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [32]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [40]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
InterpretationreasoningThis emphasizes the lack of attention to and recognition of neurodivergent ways of working, adding to the inaccessibility of academic structures.
“This emphasizes the lack of attention to and recognition of neurodivergent ways of working (e.g., nonlinearity and fluctuating capacities), adding to the inaccessibility of academic structures.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
PremisecitationPersonalization can lead to harms if systems are not designed transparently or with appropriate user control.
“Prior work in privacy and accessibility (e.g.[9]) highlights that personalization can lead to harms if systems are not designed transparently or with appropriate user control.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [9]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThe study does not engage with intersecting identities, such as race.
“The study also does not engage with intersecting identities, such as race.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
InterpretationreasoningGenAI tools can proactively encourage flexibility in when and how users interact with them, and in how outputs are structured, revisited, and shaped over time.
“Rather than focusing on productivity, GenAI tools can proactively encourage flexibility -not only in when and how users interact with them, but in how outputs are structured, revisited, and shaped over time.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationcitationSelf-authenticity remains central for GenAI tools to avoid flattening personal tone or requiring standard ways of prompting to be understood.
“Finally, since these tools are trained on normative language and professional standards [23], we argue that self-authenticity remains central to avoid flattening personal tone or requiring standard ways of prompting to be understood.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Interpretationnone givenAdaptive mechanisms reduce the need for users to bend themselves to fit rigid tools and instead encourage tools to respond to user capacities.
“These adaptive mechanisms reduce the need for users to bend themselves to fit rigid tools.Instead, they encourage tools to respond to user capacities.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
InterpretationreasoningThe paper argues for a shift in design values toward flexibility, adaptability, and self-authenticity, envisioning GenAI as a dynamic partner attentive to user-defined rhythms and priorities rather than as enhancing neuronormative standards of productivity.
“In response, we argue for a shift in design values toward flexibility, adaptability, and selfauthenticity to envision GenAI not as enhancing neuronormative standards of productivity, but as a dynamic partner attentive to user-defined rhythms and priorities.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationPeople with invisible disabilities want to be authentically represented, whether in writing or in virtual spaces.
“This dilemma echoes findings in prior work where people with invisible disabilities want to be authentically represented, whether in writing [35] or virtual spaces [36].”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [35]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [36]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Study design and conductreasoningThe study's use of semi-structured interviews enabled in-depth exploration of a participant's specific moment but did not provide continuity of responses to see how perspectives change over time.
“Moreover, the study focused on semi-structured interviews, which enable in-depth exploration of a participant's specific moment but does not provide a continuity of responses to see how perspectives may change over time as technologies evolve.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationcitationGenAI tools could adopt adaptability to support the dynamic realities of users.
“Similarly, rather than expecting users to maintain a consistent focus, we argue that tools could adopt adaptability to support the dynamic realities of users [84].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [84]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
PremisecitationScholars have theorized that the strength of crip time lies in its emphasis on flexible timelines that capture the fluidity in neurodivergent functioning.
“For example, scholars have theorized that the strength of crip time lies in its emphasis on flexible timelines that capture the fluidity in neurodivergent functioning [7,27,60].”
Quote in the paperSubstantial claim0 of 3 sources checked- cites [7]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [27]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [60]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Interpretationown dataGenAI systems are experimental in nature.
“While some GenAI tools provide users with these settings, participants were either unaware of the options or skeptical about them, which speaks to the experimental nature of these systems [23,32].”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [23]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [32]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S4 (based).
InterpretationreasoningGenAI tools currently focus on maximizing neuronormative standards of productivity.
“We offer adaptability, flexibility, and self-authenticity as seeds for replacing the tools' current focus on maximizing neuronormative standards of productivity.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
PremisecitationCrip time emphasizes nonlinearity and variability, where periods of high focus may alternate with fatigue and attention itself may shift unpredictably.
“This vision reflects crip time's emphasis on nonlinearity and variability [7,44,67], where periods of high focus may alternate with fatigue and attention itself may shift unpredictably.”
Quote in the paperSubstantial claim0 of 3 sources checked- cites [7]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [44]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [67]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningGenAI tools embodying crip time could support different ways of functioning by prioritizing flexibility, adaptability, and self-authenticity.
“Instead, they could support different ways of functioning by prioritizing the following values: flexibility, adaptability, and self-authenticity.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductreasoningParticipants who chose to take part may already have a particular stance on GenAI tools, potentially over-representing active or critical users and under-representing students who avoid such tools.
“Additionally, participants who chose to take part in the study may already have a particular stance on GenAI tools, whether positive or negative.This could lead to an over-representation of those who actively use or critically engage with AI, while students who avoid such tools altogether might be underrepresented.”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationcitationShifting the labor and responsibility from students to the tools allows students to choose the pace and depth of learning.
“It shifts the labor and responsibility from students to the tools and allows students to choose the pace and depth of learning, which is also a strength of GenAI tools recognized in prior literature [32,58].”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [32]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites [58]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Study design and conductreasoningThe study did not observe participants' interactions with the technologies in real-time and relied on narrative accounts and perceptions of use.
“Similarly, the study did not observe participants' interactions with the technologies in real-time and relied on narrative accounts and perceptions of use.”
Quote in the paperNot a substantial claimMay combine two claims.
Study design and conductnone givenThe majority of students in the study have ADHD and are undergraduate students attending one university.
“For example, the majority of students have ADHD and are undergraduate students attending one university.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims. The quote only partly states this claim.
InterpretationreasoningTone/style customization and multimodal input strategies help position GenAI as a collaborator that listens and adapts to users' personal preferences rather than a standardizing force.
“These strategies help position GenAI not as a standardizing force but as a collaborator that listens and adapts to users' personal preferences (Sec 4.2.4).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningFlexibility can be adopted by GenAI technologies to facilitate users' own pace and style.
“In response, we argue that flexibility can be adopted by GenAI technologies to facilitate users' own pace and style.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationKafer cautions that flexible accommodations, such as providing extra time, can reinscribe productivity norms by promoting flexibility only as a means of accomplishing more rather than working differently.
“However, Kafer [45] cautions that flexible accommodations, such as providing extra time, can reinscribe productivity norms by promoting flexibility only as a means of accomplishing more rather than working differently.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [45]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.
InterpretationcitationPutting control over when and how access needs are met in the hands of the user can affirm the legitimacy of non-standard expression and ensure users are heard as themselves.
“By “put(ting) control over when and how access needs are met squarely in the hands of the user [32], ” these tools can affirm the legitimacy of non-standard expression, ensuring users are heard as themselves.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [32]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
The paper relies on this without support.
Some GenAI features are only available to paid users.
“It should be noted that some of these features are only available to paid users, which emphasizes the need for generally accessible interfaces as a lot of students use free versions of the tools.”
The paper relies on this without support.
A lot of students use free versions of GenAI tools.
“It should be noted that some of these features are only available to paid users, which emphasizes the need for generally accessible interfaces as a lot of students use free versions of the tools.”
The paper relies on this without support.
Neurodivergent students face challenges managing workloads.
“continuous tweaking creates barriers and frustrating experiences for neurodivergent students who face challenges managing workloads”
The paper relies on this without support.
GenAI tools can be powerful for accommodating inaccessible practices within higher education institutions and have potential as accessibility aids.
“While GenAI tools can be powerful, especially for accommodating inaccessible practices within higher education institutions”
“balancing the tools' potential as accessibility aids with their sticky challenges”
The paper relies on this without support.
Academic environments have an inherent bias towards neuronormative standards.
“These priorities are representative of the support gaps in academic environments due to an inherent bias towards neuronormative standards.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Gemini citation points to a ChatGPT reference
MinorThe text identifies reference [4] as Gemini, but reference 4 is a ChatGPT FAQ; the Gemini entry is reference 3.
“e.g., ChatGPT [1] or Gemini [4]”
“4. 2025. Using GPTs FAQ (Free Version). https://help.openai.com/en/articles/9300383-using-gpts-faq-free- version?utm_source=chatgpt.com.”
Claim that all participants narrowed use to subjective contexts conflicts with P15's account
MinorThe paper says all participants narrowed their GenAI use to subjective contexts, but it specifically says P15 limited use to objective material.
“Generally, all participants illustrated a process of redrawing boundaries in GenAI's use by narrowing use to subjective contexts”
“For example, P15 limited its use to "synthesizing and clarifying objective material"”
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“This hybrid structure reflects RTA [12], where research questions shape interpretation but do not rigidly define theme development.”
Thematic Analysis: A Practical Guide
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Disability studies as a source of critical inquiry for the field of assistive technology
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The Impact of Technology on People with Autism Spectrum Disorder: A Systematic Literature Review
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Neurodiversity Studies: A New Critical Paradigm
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Living Disability Theory: Reflections on Access, Research, and Design
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“…who are increasingly leveraging disability studies scholarship to critically and authentically engage with participants’ lived realities [14, 40, 48, 73, 83], our study contributes to calls for working with neurodivergent individuals to understand and reflect on their experiences with…”
InfluentialYergeau, M. (2017) · Duke University Press eBooks · doi:10.1215/9780822372189 · Cited by 182 · see citing works
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InfluentialWobbrock, J. O., Gajos, K. Z., Kane, S. K., & Vanderheiden, G. C. (2018) · Communications of the ACM · doi:10.1145/3148051 · Cited by 164 · cited 2× · see citing works
“Similarly, rather than expecting users to maintain a consistent focus, we argue that tools could adopt adaptability to support the dynamic realities of users [84].”
ADHD and Technology Research – Investigated by Neurodivergent Readers
Spiel, K., Hornecker, E., Williams, R. M., & Good, J. (2022) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3491102.3517592 · Cited by 150 · cited 10× · see citing works
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InfluentialYenduri, G., Kaluri, R., Rajput, D. S., Lakshmanna, K., Gadekallu, T. R., Mahmud, M., & Brown, D. J. (2023) · IEEE Access · doi:10.1109/access.2023.3289496 · Cited by 135 · cited 2× · see citing works
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Building Access: Universal Design and the Politics of Disability
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(In)Visibility in Disability and Assistive Technology
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The Effect of Font Type on Screen Readability by People with Dyslexia
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“Research primarily revolves around textual preferences [62, 63], web accessibility [55], social media information access [79], and spelling and grammar checkers [35, 80].”
Navigating Graduate School with a Disability
Jain, D., Potluri, V., & Sharif, A. (2020) · Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility · doi:10.1145/3373625.3416986 · Cited by 90 · cited 3× · see citing works
“Similarly, academic success is often attributed to fluency in reading and writing, especially for students progressing toward research careers [41, 59].”
Self-citationAnticipate and Adjust: Cultivating Access in Human-Centered Methods
Mack, K., McDonnell, E., Potluri, V., Xu, M., Zabala, J., Bigham, J., Mankoff, J., & Bennett, C. (2022) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3491102.3501882 · Cited by 86 · cited 1× · see citing works
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Self-citationIdentifying and Improving Disability Bias in GPT-Based Resume Screening
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Self-citationPark, H., & Ahn, D. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642785 · Cited by 84 · see citing works
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An Autoethnographic Case Study of Generative Artificial Intelligence's Utility for Accessibility
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Self-citationChoi, D., Lee, S., Kim, S.-I., Lee, K., Yoo, H. J., Lee, S., & Hong, H. (2024) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3641989 · Cited by 79 · cited 1× · see citing works
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Perseverations of the academy: a survey of wearable technologies applied to autism intervention
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“It talks about cognitive disabilities as a burden, a source of suffering, and something that needs to be ’fixed,’ often focusing on bringing neurodivergent individuals on par with neurotypical individuals [15, 16, 22, 51, 82, 86].”
"I look at it as the king of knowledge": How Blind People Use and Understand Generative AI Tools
Adnin, R., & Das, M. (2024) · The 26th International ACM SIGACCESS Conference on Computers and Accessibility · doi:10.1145/3663548.3675631 · Cited by 73 · cited 1× · see citing works
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Could the Use of AI in Higher Education Hinder Students With Disabilities? A Scoping Review
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LaMPost: Design and Evaluation of an AI-assisted Email Writing Prototype for Adults with Dyslexia
Goodman, S. M., Buehler, E., Clary, P., Coenen, A., Donsbach, A., Horne, T. N., Lahav, M., MacDonald, R., Michaels, R. B., Narayanan, A., et al. (2022) · Proceedings of the 24th International ACM SIGACCESS Conference on Computers and Accessibility · doi:10.1145/3517428.3544819 · Cited by 71 · cited 2× · see citing works
“This dilemma echoes findings in prior work where people with invisible disabilities want to be authentically represented, whether in writing [35] or virtual spaces [36].”
Good Background Colors for Readers
Rello, L., & Bigham, J. P. (2017) · International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) · doi:10.1145/3132525.3132546 · Cited by 68 · cited 1× · see citing works
“Research primarily revolves around textual preferences [62, 63], web accessibility [55], social media information access [79], and spelling and grammar checkers [35, 80].”
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Borsotti, V., Begel, A., & Bjørn, P. (2024) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3641011 · Cited by 54 · see citing works
Designing emerging technologies for and with neurodiverse users
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Articulations toward a crip HCI
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“…increasingly leveraging disability studies scholarship to critically and authentically engage with participants’ lived realities [14, 40, 48, 73, 83], our study contributes to calls for working with neurodivergent individuals to understand and reflect on their experiences with (GenAI)…”
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“Echoing prior research that shows neurodivergent individuals’ concern about negative judgment on repetitive queries [23, 32, 75], participants appreciated GenAI tools for providing a stress-free environment to do so.”
InfluentialGuideline-Based Evaluation of Web Readability
Miniukovich, A., Scaltritti, M., Sulpizio, S., & Angeli, A. D. (2019) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3290605.3300738 · Cited by 41 · cited 1× · see citing works
“Research primarily revolves around textual preferences [62, 63], web accessibility [55], social media information access [79], and spelling and grammar checkers [35, 80].”
Misfitting With AI: How Blind People Verify and Contest AI Errors
Alharbi, R., Lor, P., Herskovitz, J., Schoenebeck, S., & Brewer, R. N. (2024) · The 26th International ACM SIGACCESS Conference on Computers and Accessibility · doi:10.1145/3663548.3675659 · Cited by 40 · cited 1× · see citing works
“Prior work in privacy and accessibility (e.g. [9 ]) highlights that personalization can lead to harms if systems are not designed transparently or with appropriate user control.”
Self-citationAccess Differential and Inequitable Access: Inaccessibility for Doctoral Students in Computing
Shinohara, K., McQuaid, M., & Jacobo, N. (2020) · Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility · doi:10.1145/3373625.3416989 · Cited by 37 · cited 4× · see citing works
“Additionally, the availability of accommodations in higher education does not guarantee equal access [41, 70], shifting the burden on students to create access through ad-hoc solutions and alternative workflows.”
InfluentialNaming ourselves, becoming neurodivergent scholars
Rosqvist, H. B., Hultman, L., Wiklund, S. Ö., Nygren, A., Storm, P., & Sandberg, G. (2023) · Disability & Society · doi:10.1080/09687599.2023.2271155 · Cited by 37 · see citing works
Painting with Cameras and Drawing with Text: AI Use in Accessible Creativity
Bennett, C. L., Shelby, R., Rostamzadeh, N., & Kane, S. K. (2024) · International ACM SIGACCESS Conference on Computers and Accessibility · doi:10.1145/3663548.3675644 · Cited by 36 · cited 3× · see citing works
“Bennett et al. [14] extend these insights by introducing crip technoscience as a framework for AI technologies, highlighting how disabled people adapt and repurpose technology in unique ways that challenge dominant narratives.”
Le, L. (2024) · International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) · doi:10.1145/3663548.3675651 · Cited by 35 · cited 5× · see citing works
“…priorities are representative of the difficulties participants tied to their disabilities earlier (4.1.1) and the support gaps in academic environments due to an inherent bias towards neu-ronormative standards [7, 16, 60], often leading neurodivergent individuals to mask their differences [48, 72].”
InfluentialCriptopias: Speculative Stories Exploring Worlds Worth Wanting
Angelini, R., Burtscher, S., Fussenegger, F., Kender, K., Spiel, K., Steinbrecher, F., & Suchanek, O. (2023) · CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA) · doi:10.1145/3544549.3582743 · Cited by 33 · cited 5× · see citing works
“These values are inspired by a synthesis of the lived experiences of participants (e.g., 4.2), their vision (4.4), and scholarship engaging with crip time [10, 43, 48].”
InfluentialChallenging Ableism: A Critical Turn Toward Disability Justice in HCI
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“…are increasingly leveraging disability studies scholarship to critically and authentically engage with participants’ lived realities [14, 40, 48, 73, 83], our study contributes to calls for working with neurodivergent individuals to understand and reflect on their experiences with (GenAI)…”
Can ChatGPT empower people with dyslexia?
Botchu, B., Iyengar, K. P., & Botchu, R. (2024) · Disability and Rehabilitation: Assistive Technology · doi:10.1080/17483107.2023.2256805 · Cited by 26 · see citing works
Putnam, C., Rose, E., & MacDonald, C. M. (2022) · ACM Transactions on Accessible Computing · doi:10.1145/3575662 · Cited by 24 · see citing works
The Impact of Generative AI Coding Assistants on Developers Who Are Visually Impaired
Flores-Saviaga, C., Hanrahan, B. V., Imteyaz, K., Clarke, S., & Savage, S. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714008 · Cited by 24 · cited 1× · see citing works
“• Pacing controls: provide custom options for the output’s speed (e.g., a slow mode generation or staggered suggestions) to help users engage at a rhythm that suits their capacity in the moment rather than overwhelm them with rapid outputs [23] (e.g., ’AI timeouts’ [29]).”
The Invisible Labor of Access in Academic Writing Practices: A Case Analysis with Dyslexic Adults
Wang, E. Q., & Piper, A. M. (2022) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3512967 · Cited by 22 · cited 7× · see citing works
“Research primarily revolves around textual preferences [62, 63], web accessibility [55], social media information access [79], and spelling and grammar checkers [35, 80].”
InfluentialAI Tools Like ChatGPT for People with Neurodevelopmental Disorders
Moraiti, I., & Drigas, A. S. (2023) · International Journal of Online and Biomedical Engineering (iJOE) · doi:10.3991/ijoe.v19i16.43399 · Cited by 22 · cited 2× · see citing works
“While there are no expansive reviews that summarize research concerning neurodiversity and technology, scholars frequently focus on the following conditions [49, 56, 57]: • ADHD primarily points to patterns of inattention or hyperactivity.”
Atcheson, A., Khan, O., Siemann, B., Jain, A., & Karahalios, K. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714121 · Cited by 22 · cited 1× · see citing works
“Researchers argue that the tools can provide meaningful support to students in these areas [11, 17, 34, 74], especially considering the presence of ableist narratives, insufficient knowledge of the needs of neurodivergent populations, and the flawed practice of retroactive accommodations for…”
Sarchet, L. N. (2024) · Journal of Disability Studies in Education · doi:10.1163/25888803-bja10032 · Cited by 21 · see citing works
Autoethnographic Insights from Neurodivergent GAI “Power Users”
Glazko, K. S., Cha, J., Lewis, A., Kosa, B., Wimer, B. L., Zheng, A., Zheng, Y., & Mankoff, J. C. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713670 · Cited by 20 · cited 10× · see citing works
“Echoing prior research that shows neurodivergent individuals’ concern about negative judgment on repetitive queries [23, 32, 75], participants appreciated GenAI tools for providing a stress-free environment to do so.”
InfluentialEagle, T., Baltaxe-Admony, L. B., & Ringland, K. E. (2023) · International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) · doi:10.1145/3597638.3614486 · Cited by 19 · see citing works
Conceptualizing Celebratory Technologies for Neurodiversity to Reduce Social Stigma
Boyd, L. E. (2023) · International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) · doi:10.1145/3597638.3614478 · Cited by 18 · cited 1× · see citing works
“Encouraging the shift away from deficit-based lenses, researchers suggest investigating why technologies built for neurodivergent individuals fail and raising awareness regarding the strengths and intrinsic motivations of the different neurotypes [18, 22, 72].”
Gualano, R. J., Jiang, L., Zhang, K., Shende, T., Won, A. S., & Azenkot, S. (2024) · International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) · doi:10.1145/3663548.3675620 · Cited by 18 · cited 1× · see citing works
“This dilemma echoes findings in prior work where people with invisible disabilities want to be authentically represented, whether in writing [35] or virtual spaces [36].”
Queering/Cripping Technologies of Productivity
Janicki, S., Riggs, A. T., Howell, N., Sullivan, A., & Stangl, A. J. (2024) · CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA) · doi:10.1145/3613905.3644067 · Cited by 17 · see citing works
Thompson, K. N., Agnew-Blais, J. C., Allegrini, A. G., Bryan, B. T., Danese, A., Odgers, C. L., Matthews, T., & Arseneault, L. (2023) · JAACAP Open · doi:10.1016/j.jaacop.2023.02.001 · Cited by 16 · cited 1× · see citing works
“Echoing prior research that shows neurodivergent individuals’ concern about negative judgment on repetitive queries [23, 32, 75], participants appreciated GenAI tools for providing a stress-free environment to do so.”
‘Without these tools, I’d be lost’: how generative AI aids in accessibility
Heidt, A. (2024) · Nature · doi:10.1038/d41586-024-01003-w · Cited by 16 · see citing works
Neurodivergent Legitimacy in Computing Spaces
Kirdani-Ryan, M., & Ko, A. J. (2024) · ACM Transactions on Computing Education · doi:10.1145/3690651 · Cited by 15 · see citing works
Vezzoli, Y., Vasalou, A., & Porayska‐Pomsta, K. (2017) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3134738 · Cited by 14 · see citing works
Mack, K. A., Sidik, N. A., Desai, A., McDonnell, E. J., Mehta, K., Zhang, C., & Mankoff, J. (2023) · The 25th International ACM SIGACCESS Conference on Computers and Accessibility · doi:10.1145/3597638.3614547 · Cited by 13 · cited 1× · see citing works
“…institutions is commonly criticized by researchers as characteristic of neuronormative expectations, wherein students’ minds are valued based on socially constructed ideas of intelligence, excellence, and success, usually marked by quick, high-quality, consistent outputs [7, 25, 39, 48, 52, 60].”
The Magic Wand Question and Recovery‐Focused Practice in Child and Adolescent Mental Health Services
Wells, K., & McCaig, M. (2016) · Journal of Child and Adolescent Psychiatric Nursing · doi:10.1111/jcap.12159 · Cited by 12 · cited 1× · see citing works
“We used a magic-wand type question [81] (i.e., “Imagine you had a magic wand and could create anything that would help you with your challenges related to your academic workload.”
The Bureaucratic Making of Disability
Titchkosky, T. (2020) · New Formations · doi:10.3898/newf:100-101.13.2020 · Cited by 11 · cited 1× · see citing works
“Consequently, critical accessibility works note neuronormative expectations regarding efficiency, wherein students are rewarded for learning and working at a continuous, linear, and fast pace [54, 68, 77, 80].”
Abrams, E. J., Floyd, C. E., & Abes, E. S. (2024) · Disability Studies Quarterly · doi:10.18061/dsq.v43i4.8270 · Cited by 10 · see citing works
Mack, K., McDonnell, E., Jain, D., Lu Wang, L., E. Froehlich, J., & Findlater, L. (2021) · Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3411764.3445412 · Cited by 7 · cited 4× · see citing works
“While there are no expansive reviews that summarize research concerning neurodiversity and technology, scholars frequently focus on the following conditions [49, 56, 57]: • ADHD primarily points to patterns of inattention or hyperactivity.”
InfluentialEvolveUI: User Interfaces that Evolve with User Proficiency
Saif, A., Zakir, M. T., Raza, A. A., & Naseem, M. (2024) · ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies (COMPASS) · doi:10.1145/3674829.3675078 · Cited by 7 · cited 1× · see citing works
“How can the design evolve with the user’s disability (e.g., [66, 84])?”
Self-citationSharif, A., Pruekcharoen, P., Ramesh, T., Shang, R., Williams, S., & Hsieh, G. (2022) · International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) · doi:10.1145/3517428.3550359 · Cited by 6 · cited 1× · see citing works
“Neurodiversity is an understudied area in HCI and accessibility research [49, 69], with a recent increase in scholarship [32].”
Yergeau, M. R. (2018) · Duke University Press eBooks · doi:10.1515/9780822372189 · Cited by 6 · see citing works
Ghosh, H. (2023) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/3568812.3603461 · Cited by 3 · cited 2× · see citing works
“…redesign equal access in the form of innovative frameworks, such as a curriculum that leverages Universal Design of Instruction (UDI) principles [30], or Access Grafting which merges "new branches of access knowing-making" into organizational practices by neuro-divergent people and their allies…”
ADHD and Knowledge Work: Exploring Strategies, Challenges and Opportunities for AI
Campbell, J. M., Çerçi, S., & Cecchinato, M. E. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-61688-4_10 · Cited by 3 · cited 4× · see citing works
“An important point to note is that the majority of research on ADHD is conducted on children and adolescents [22, 72, 74], leaving a gap in knowledge about the perceptions and challenges of a growing number of adults with ADHD.”
Influential
Flagged first, then by citations
Research works printed but not linked: 3
- Tricia Hersey. 2022. Rest Is Resistance: A Manifesto (1st edition ed.). Little, Brown Spark, New York Boston London.
- Judy Singer. 2017. NeuroDiversity: The Birth of an Idea. Judy Singer.
- Ronya Tamdjidi and Dante Pagès Billai. 2023. ChatGPT as an Assistive Technology to Enhance Reading Comprehension for Individuals with ADHD.
Cited by
Sorted by citations
Navigating Neurodivergence with AI Chatbots: Benefits, Tensions, and Implications for HCI
Giri, D., Brady, E. L., & Marathe, M. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3791334 · Cited by 2 · see citing works
“Prior HCI research highlights that neurodivergent people use AI for mental health support [8, 9], companionship [8, 9, 11, 11, 22, 39], improving communication [9, 11, 16–18], and for work productivity [9, 11, 16, 17, 19].”
Cripping AI: Reimagining AI Through Lived Disability Experiences
Tang, X., Lin, T.-A., Li, J., & Wu, S. (2026) · Proceedings of the 2026 ACM Conference on Fairness, Accountability, and Transparency · doi:10.1145/3805689.3806744 · Cited by 2 · see citing works
Li, L., Huang, X., Ma, R., Zhang, B. Z., Wu, H., Yang, F., & Chen, C. (2026) · International World Wide Web Conference (WWW) · doi:10.1145/3774904.3793025 · Cited by 1 · see citing works
Kane, S., Shinohara, K., Bennett, C., et al. (2000) · Time to knit · doi:10.1145/3663547.3786471
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Social-Emotional Learning in Neurodiversity-Centered Computing Education
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- Authors
- Jamshed, H., Naseem, M., Potluri, V., & Brewer, R. N.
- Affiliations
- University of Michigan (US)
- Venue
- Proceedings of the 27th International ACM SIGACCESS Conference on Computers and Accessibility
- Publisher
- ACM
- Published
- 2025-10-22
- Pages
- 1-16
- OpenAlex
- W4415444817
- Semantic Scholar
- 45e151a205df22c6a41cdf2541332e6d0d0e19b8
- Cited by
- 5
- References
- 71
- Citations by year
- 2026: 4
- FWCI
- 4.66
- Type
- conference paper
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) (publishedVersion, cc-by)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Social Sciences › Safety Research › Ethics and Social Impacts of AI
- Keywords
- generative AI, large language models, neurodivergent students, productivity, crip time, ableism, AI literacy, higher education, student motivation, AI tool design, self-authenticity, accessibility, ChatGPT
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-20.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-20.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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