Note: This Masters research was completed through the generous funding and institutional support provided by the national N-TUTORR project.

Conference Theme Alignment: EdTech You: Digital Learning From How to Who (Specifically targeting: Accessibility and Universal Design for Learning, Digital wellbeing, and Equity, Diversity and Inclusion).

Introduction and Context As the educational landscape shifts to accommodate Generative Artificial Intelligence (GenAI), the narrative must move beyond concerns of academic integrity to explore the profound psychological benefits this technology offers our most vulnerable students. Backed by a mixed-methods study of 282 survey respondents and 15 interviewees across four Irish Technological Universities, this workshop centres the lived experiences of students with Additional Learner Needs (ALNs). The research reveals a powerful, alternative use-case for GenAI: not merely as a content generator, but as a critical psychological scaffold and accessibility tool.

The Concept: GenAI as an Assistive Technology Quantitative findings from the study reveal that 63.1% of students agree GenAI significantly improves educational accessibility. Qualitatively, students report using GenAI to overcome profound personal and educational barriers. The research highlights how GenAI functions as a highly individualised "ADHD assistant," helping neurodivergent students manage workloads, set schedules, and overcome "starting paralysis". Furthermore, it serves as an adaptive tool for dyslexic students to alter text for readability, and provides a crucial, judgement-free space for autistic or shy students to ask questions and clarify complex concepts without the anxiety of human interaction. By acting as a supplementary mentor, GenAI actively boosts student confidence and self-efficacy, reducing academic stress and fostering greater independence.

Workshop Activity: Designing for Deep Support While many students intuitively use GenAI for these purposes, there remains a critical need for educators to formalise and guide this process. This interactive, hands-on workshop will empower educators to intentionally design GenAI interactions that target Personal Development, Behaviours, and Attitudes (PDBA) rather than just academic output.

During the session, participants will work collaboratively to:

1. Map Learner Journeys: Identify common cognitive and psychological friction points for neurodivergent learners within traditional assessment structures.
2. Create "GenAI Personas": Design targeted prompt templates that instruct GenAI to act as a supportive scaffold (e.g., a "Socratic mentor" for overcoming task paralysis or a "Plain English translator" for cognitive overload).
3. Develop UDL Workflows: Formulate actionable workflows that educators can integrate into their modules, teaching students how to harness GenAI to boost their own confidence and self-regulation.

Takeaways Participants will leave this workshop with a toolkit of custom-designed, ALN-focused prompt templates and a renewed perspective on GenAI. By reframing GenAI as an epistemic partner and accessibility aid, educators can actively narrow the digital divide and foster a more equitable, joyous, and inclusive digital learning environment.