AI and researchers with Specific Learning Disabilities: access gains and inequities | Chelsea Sawyer

Note: The first minutes of this talk were not recorded, so the video starts part-way through. We apologise to Chelsea and to viewers. Chelsea Sawyer discusses how generative AI tools work for researchers with specific learning differences, such as dyslexia, dyspraxia, dysgraphia and dyscalculia. Drawing on a narrative review of literature on AI accessibility, disability and algorithmic bias, neurodiversity and assistive technology, the talk covers three themes. First, generative AI can offer real benefits over traditional assistive technology, but it can also bring back or amplify existing barriers. Second, hallucinations can impose a disproportionate verification burden on researchers who already face difficulties with memory, reading, writing or information processing. Third, usability needs specific to these conditions remain largely unconsidered in AI design. The talk ends with implications for research culture, including AI detection tools and AI-assisted peer review. Speaker: Chelsea Sawyer (University of Manchester) Talk title: AI and researchers with Specific Learning Disabilities: access gains and new inequities Session: Session 4 · Conditions for legitimate adoption Recorded at AI in Metascience 2026, an online conference organised by FORRT (Framework for Open and Reproducible Research Training), 28–30 September 2026. Day 1, Monday 28 September: AI in the research pipeline. Programme and abstracts: https://forrt.org/ai-metascience/ FORRT: https://forrt.org