Gaps, Needs and Expectations: An Inquiry into Students’ Perceptions on the Integration of Generative AI in Supporting Students with Special Learning Needs in Higher Education in Bangladesh
DOI:
https://doi.org/10.34630/e-rei.vi.7507Keywords:
Generative AI, learning disabilities, inclusive education, higher education, Bangladesh, accessibility, student perceptions, AI literacy, adaptive learning, educational technologyAbstract
This study explored how university students with special learning needs (SSLNs) in Bangladesh perceived the integration of generative artificial intelligence (GenAI) as a support mechanism in higher education. Conducted at a private university, the research involved 28 undergraduates who had been formally diagnosed by physicians or psychologists prior to admission. A purposive sampling approach was adopted to ensure participants represented a range of learning disabilities, including dyslexia, ADHD, and mild autism. A mixed-method questionnaire comprising both quantitative and qualitative items was used to gather information on participants’ demographics, experience with GenAI, understanding and evaluation of GenAI, practical applications, perceptions of AI-supported examination processes, ethical considerations, and expectations for AI-assisted learning. Findings revealed that students viewed GenAI as a potential personal tutor, academic coach, and technical assistant that can enhance accessibility, inclusivity, and adaptive learning experiences. Thematic analysis highlighted six key areas of student expectations: personalized and adaptive learning; enhanced feedback and learning support; accessibility and inclusivity; academic skill development; technical and resource support; and student agency through AI literacy and training. During data collection, a researcher was present, and students freely asked questions and shared relevant experiences in a comfortable and pressure-free environment. While the students expressed optimism about GenAI’s capacity to bridge equity and inclusivity gaps, they also emphasized the need for institutional policies that ensured equal access, cultural localization, and ethical use. The study underscores the importance of collaboration between universities, policymakers, and developers to make GenAI a sustainable tool for inclusive higher education in Bangladesh.
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