Chat(GPT)-ing about the Affordances Generative AI Tools Offer for ADHD Writers

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Contents

Introduction

Following Conversations: To Chat(GPT) or not to Chat(GPT)

Neurodiverse Writers and Their Processes

In Praxis

Conclusion

Works Cited

About the Author

Conclusion

Welcoming such affordances can help build student autonomy and self-efficacy by recognizing alternative forms of knowledge more broadly. Using genAI as tools to soundboard, brainstorm, organize, initiate, and generate personalized plans and schedules can make writing more equitable for ADHD writers. Identifying the parts of the writing process that are disrupted by various executive dysfunctions that ADHD students experience allows us to understand how certain affordances genAI tools offer can make writing less challenging. While this article primarily focused on the affordances of OpenAI’s ChatGPT and Whisper, we can look to other genAI-powered tools to explore additional benefits that may serve writers beyond the ADHD population in order to continue to center accessibility in our teaching practices. This work is a jumping-off point that brings forth opportunities to better understand how neurodivergent writers engage with the writing process. Finally, this illuminates a call for additional empirical research to be conducted about ADHD writers while simultaneously encouraging the re-examination of our current pedagogical practices and who they prioritize.