Artificial Intelligence and Specific Learning Disorders
Giacomo Guaraldi, Angelo Bottini, Matteo Corradini, Elisabetta Genovese
This contribution analyzes the integration of Large Language Models (LLMs) in university education, with particular attention to the support offered to students with Specific Learning Disorders (SLD). After describing their functioning and educational applications, a pilot study launched in 2024 at the University of Modena and Reggio Emilia (UNIMORE) is presented, in which students with SLD used ChatGPT Plus (GPT-4) and SuperMappeX with AI, integrated with already existing compensatory tools. Feedback collected through questionnaires, study diaries, and interviews highlights significant benefits: greater accessibility, improved writing, more effective study organization, and increased self-efficacy. However, critical issues also emerge, such as occasional inaccuracies, the need for training in conscious use, ethical questions and economic sustainability. The experience, conducted as an authorized compensatory measure, suggests that LLMs may represent promising tools within a Universal Design for Learning perspective, provided their use is guided, inclusive, and informed.
Keywords
LLM, SLD, Inclusive education, UDL, ChatGPT.
