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1. Towards More Accessible Open Source AI Platforms

   Murray, M; Motahar, T; Cakmak, M (July 2025, Proceedings of the 2025 Conference on Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2025))

   AI education is rapidly becoming essential as artificial intelligence transforms industries, yet students with disabilities often encounter significant barriers to learning and engagement. This paper examines accessibility challenges encountered by learners with visual, cognitive, and physical disabilities when using foundational tools for AI development. Using HuggingFace, an influential open-source platform, as a case study, we analyze barriers such as insufficient screen reader support, complex interfaces, and information overload. We propose design recommendations to promote equity and inclusivity in AI tools, aiming to empower diverse learners to thrive in AI education. Our work highlights the importance of inclusive design for CS educators, researchers, and policymakers. 

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2. Opportunities and considerations for using artificial intelligence in bioinformatics education

   https://doi.org/10.1093/bioadv/vbaf169  

   Piccolo, Stephen R; Nathan, Aparna; Brazas, Michelle D; Kandpal, Manoj; Miró-Herrans, Aida T; Kleinschmit, Adam J; McClatchy, Susan; Mutheiwana, Pertunia; Nikolic, Dusanka; Gallo, Luciana I; et al (December 2024, Bioinformatics Advances)

   Bateman, Alex (Ed.)

   Abstract Artificial intelligence (AI) tools and techniques are undoubtedly being used in bioinformatics education, reflecting broader trends in education. However, many instructors and learners may be unaware of the full scope of potential uses for these tools within bioinformatics education, as well as effective practices for using them. Building on discussions held at the 6th Global Bioinformatics Education Summit, this perspective article provides insights about ways that AI might be used to generate or adapt instructional content, provide personalized help for learners, and automate assessment and grading. Additionally, we highlight AI skills that are important for bioinformatics learners to develop in order to effectively use AI as a bioinformatics learning tool. We highlight currently available tools in the quickly evolving AI landscape and suggest ways that instructors or learners might use such tools. Furthermore, we discuss key considerations and challenges associated with integrating AI into bioinformatics education, including ethical implications, potential biases, and the need to critically evaluate AI-generated content. Finally, we highlight the need for further research to better understand how AI tools are being used in practice and empower their effective and responsible use in bioinformatics education. 

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3. Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant

   https://doi.org/10.1119/perc.2022.pr.Coffie  

   Coffie, Camille A.; James, Westley; Scanlon, Erin M.; Chini, Jacquelyn J. (September 2022, Physics Education Research Conference)

   To improve accessibility and inclusion in postsecondary STEM education, we propose implementing Universal Design for Learning (UDL) based practices to meet the needs of a variety of learners. The UDL is a design framework aimed at improving and optimizing teaching and learning for all people, regardless of their disability status. As part of a larger professional development project, interviews were conducted with members of a faculty learning community to discuss their instructional practices and to offer feedback regarding opportunities to remove barriers to access and participation. In this paper, we focus on an interview with a physics instructor and examine their beliefs about students with disabilities as evidenced by the disability-specific language used in the interview. This prompted a new perspective on professional development regarding accommodating students with disabilities that focuses on confronting ablest beliefs as a crucial component in promoting inclusion in STEM education. 

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4. Understanding Instructional Challenges and Approaches to Including Middle School Students with Disabilities in Makerspace activities: A cross-case analysis

   https://doi.org/10.1145/3386201.3386208  

   Lee, Chung eun; Samuel, Noah; Israel, Maya; Arnett, Heather; Bievenue, Lisa; Ginger, Jeffrey; Perry, Michele (April 2020, FabLearn '20: Proceedings of the FabLearn 2020 - 9th Annual Conference on Maker Education)

   Given the proliferation of makerspace experiences in K-12 education, there is a growing need to ensure accessibility for all learners, including those with disabilities and those at risk of academic failure. The limited research on these populations suggests that it is essential to examine how a broader range of learners participate in K-12 maker activities and any barriers that they face. We employed a cross-case qualitative methodology to investigate issues of participation and engagement by collaborating with four teachers who incorporated maker activities into STEM or science classes in four different middle schools. Across the four schools, teachers reported multiple challenges faced by learners including student-specific, instructional, and systemic barriers. Despites these challenges, however, we found evidence of students with disabilities meaningfully participating in maker activities. Implications for future research and practices are discussed from an ecological model perspective. 

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5. Access InContext: Futuring Accessible Prototyping Tools and Methods

   https://doi.org/10.1145/3706599.3706716  

   Piedade, Patricia; Hayton, Peter A; Bennett, Cynthia L; Carter, Anna_R L; Crivellaro, Clara; Dix, Alan; McGowan, Jess; Spiel, Katta; Sturdee, Miriam; Tigwell, Garreth W; et al (April 2025, ACM)

   The popularity of accessibility research has grown recently, improving digital inclusion for people with disabilities. However, researchers, including those who have disabilities, have attempted to include people with disabilities in all aspects of design, and they have identified a myriad of practical accessibility barriers posed by tools and methods leveraged by human-computer interaction (HCI) researchers during prototyping. To build a more inclusive technological landscape, we must question the effectiveness of existing prototyping tools and methods, repurpose/retrofit existing resources, and build new tools and methods to support the participation of both researchers and people with disabilities within the prototyping design process of novel technologies. This full-day workshop at CHI 2025 will provide a platform for HCI researchers, designers, and practitioners to discuss barriers and opportunities for creating accessible prototyping and promote hands-on ideation and fabrication exercises aimed at futuring accessible prototyping. 

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