ChatGPT as Universal Design for Neurodivergent English Learners? Perceptions from Moroccan Higher Education

Khalid Chellali; Mohamed El Amine Moumine

Article Details

ChatGPT as Universal Design for Neurodivergent English Learners? Perceptions from Moroccan Higher Education

Authors:

Khalid Chellali | Mohamed El Amine Moumine

Publisher:

The International Journal of Universal Design and Universal Design for Learning

Journal:

The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 2, pp.0-0

Document Type:

Article

Publication Date:

5/2026

Document Language:

English

Document ID (Org No.):

2001849211

pISSN:

3119-6055

Keywords:

Abstract:

 Higher education institutions have yet to accommodate neurodivergent populations for whom cognitive processing, attentional regulation, and learning variances deviate from conventional expectations. Generative AI tools like ChatGPT align theoretically with Universal Design for Learning principles, yet limited research examines whether they meet neurodivergent learner needs or risk compounding inequities, especially in Global South contexts. This quantitative study assessed ChatGPT use and perceptions among English major students (N=122; 70 neurodivergent, 52 neurotypical) in Hassan II University of Casablanca in Morocco using a UDL framework comparing group differences across Engagement, Representation, and Action and Expression. Neurodivergent students rated ChatGPT significantly more favorably than neurotypical students for Engagement and Action and Expression, with particular value for reading comprehension support and idea generation. No group differences emerged for Representation or perceived Barriers, as both groups acknowledged concerns about academic dishonesty and over-reliance. Usage frequency strongly correlated with perceived helpfulness. These findings represent the first systematic assessment of ChatGPT as a compensatory tool for neurodivergent learners in multilingual, under-resourced settings. Results suggest that neurodivergent students perceive AI-mediated scaffolding as helpful for addressing executive functioning challenges and literacy accessibility gaps when institutional accommodations remain insufficient, though ethical concerns require attention from educators and policymakers.

Article Details

ChatGPT as Universal Design for Neurodivergent English Learners? Perceptions from Moroccan Higher Education

Authors:

Khalid Chellali | Mohamed El Amine Moumine

Publisher:

The International Journal of Universal Design and Universal Design for Learning

Journal:

The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 2, pp.0-0

Document Type:

Article

Publication Date:

5/2026

Document Language:

English

Document ID (Org No.):

2001849211

pISSN:

3119-6055

ChatGPT

neurodiversity

Universal Design for Learning

English as an Additional Language

Morocco

higher education

AI in education

Issues

Article Details

Authors: Khalid Chellali | Mohamed El Amine Moumine

Publisher: The International Journal of Universal Design and Universal Design for Learning

Journal: The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 2, pp.0-0

Document Type: Article

Publication Date: 5/2026

Document Language: English

Document ID (Org No.): 2001849211

pISSN: 3119-6055

Issues

Authors:

Khalid Chellali | Mohamed El Amine Moumine

Publisher:

The International Journal of Universal Design and Universal Design for Learning

Journal:

The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 2, pp.0-0

Document Type:

Article

Publication Date:

5/2026

Document Language:

English

Document ID (Org No.):

2001849211

pISSN:

3119-6055