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Title page 1

Contents 7

Foreword 4

Executive summary 5

1. Introduction 9

The current challenges for neurodivergent learners in VET and the transition to work 9

Methodology 15

2. Potential of AI and other advanced technologies to support neurodivergent VET learners 17

AI can support adaptivity in VET, allowing diverse needs to be met 17

XR and other advanced technologies can improve VET learning environments 19

AI and other advanced technologies can enhance the accessibility of VET learning materials and instruction 21

Some tools directly address the difficulties that neurodivergent learners may face in VET 23

AI and advanced technologies can improve VET systems so that they can better accommodate diverse needs 27

AI and other advanced technologies can support the transition from VET to employment 28

3. Barriers to effective use of AI and other advanced technologies to support neurodivergent VET learners 30

Learners, teachers and employers are overwhelmed by the number of available tools 30

VET teachers often lack the capacity and support to use AI and other advanced technologies to support neurodivergent learners 31

Attitudes and lack of awareness among employers can be a barrier 33

Challenges remain in applying AI to the diversity of work and learning environments in VET 33

Affordability is a barrier to access and a driver of inequality 34

Many promising assistive technologies fail to make it to market 36

Many tools do not meet the real needs of VET institutions, teachers or learners 37

Tools are not well integrated with each other 39

4. Risks in using AI and other advanced technologies to support neurodivergent VET learners 40

Tools that collect learner data raise risks related to privacy 40

AI can replicate and perpetuate societal biases 42

Generative AI can foster misinformation 43

Overreliance on technology could hinder learning and skill development in VET 43

Concerns about AI-assisted cheating risks constrain the legitimate use of assistive technologies 44

The socio-emotional risks associated with generative AI chatbots and robots are not yet fully understood 45

Exclusion can be an unintended consequence of these technologies 46

5. Policy guidelines 47

Apply existing frameworks governing accessibility, disability rights, AI, data privacy etc. 48

Prepare and support VET teachers to use AI and other advanced technologies to support neurodivergent learners 49

Help neurodivergent learners, VET institutions and employers to navigate the many AI and other advanced technologies available 50

Fund assistive technologies and support the assistive technology ecosystem 51

Encourage developers to improve the accessibility of AI and other advanced technologies and to better align them with the needs of... 52

Use AI and other advanced technologies to help achieve more responsive, inclusive and innovative VET systems 52

References 54

Annex A. List of interviewees 59

Annex B. Topic guide 61

Annex C. Glossary 65

Notes 66

Boxes 9

Box 1.1. Who are the neurodivergent learners discussed in this report? 9

Box 1.2. How neurodivergences can affect learning 10

Box 1.3. What is Vocational Education and Training (VET)? 13

Box 2.1. What are AI and other advanced technologies? 17

Box 2.2. XR can provide immersive, context-aware learning environments that are particularly suited to VET 20

Box 5.1. Policy guidelines for using AI and other advanced technologies to support neurodivergent VET learners 47

출판사 책소개

알라딘제공
AI (Artificial Intelligence) and other advanced technologies could support neurodivergent learners in VET (Vocational Education and Training) settings, including in work-based learning and apprenticeships, and the transition to work. This report explores the use of these technologies by learners with Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), dyslexia, dyscalculia and dysgraphia, and by teachers and trainers catering for diverse needs. Drawing on insights from over 50 stakeholder interviews, the report highlights the potential of these technologies to make VET more adaptive, accessible and inclusive. For instance, Extended Reality (XR) technologies can enable immersive, adaptable and practice-oriented learning, while accessibility tools (e.g. speech-to-text) have become more accurate in recent years due to advances in AI and in cloud computing. The use of AI and other advanced technologies raises risks related to data privacy, bias, socio-emotional well-being and skill development, many of which also apply to the wider learner population. The report's policy guidelines highlight the important role that governments can play in equipping VET teachers and trainers with the right skills, supporting the assistive technology ecosystem, and helping neurodivergent learners, VET institutions and employers to navigate new technological advances.

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