AI to Support Neurodivergent Learners in Vocational Education and Training

Annex B. Topic guide

Interviewers used the following topic guide to conduct interviews. Interviews were adapted according to the interviewees’ profiles and expertise, as indicated in the interviewee instructions [IN BLUE]. Suggested follow-up questions are marked with a blue bullet point.

Introduction

The objective of this project is to gather good practices and recommendations on how AI and other advanced technologies could support learners with ADHD (Attention-Deficit/Hyperactivity Disorder), ASD (Autism Spectrum Disorder) and learning disabilities in vocational education and training. By participating in this interview, you will help us identify what tools offer the most promise in this regard, identify the main challenges and opportunities, and develop these good practices and recommendations.

Establish key concepts (only if necessary):

• Artificial intelligence (or AI) is what enables smart computer programmes and machines to carry out tasks that would typically require human intelligence.

• In training, people talk about AI being used to generate content, to personalise learning based on analysis of large amounts of data, and to match people to training or employment opportunities – these are just examples, there is no need to narrow your thinking just to these.

• Advanced technologies includes robotics, virtual reality, augmented reality and any tools that could be easily enhanced with AI’s capabilities in the near future.

• Vocational education and training (or VET) refers to education that prepares learners for occupations rooted in manual or practical activities. You can think of classroom-based learning, work-based learning and apprenticeships, and training relevant for the school-to-work transition.

• In this project, we focus on primarily on learners with ADHD (Attention-Deficit/Hyperactivity Disorder) and ASD (Autism Spectrum Disorder); and learners with learning disabilities, such as dyslexia, dyscalculia and dysgraphia.

Confirm that they:

• have received the data protection notice and have taken note of its contents

• consent to be cited in the report and if so, how they prefer to be cited: whether they prefer to be cited using their name, occupation/job title and organisation so that they can be easily identified, or instead only using their occupation/job title and sector/organisation type so that they cannot be easily identified

• consent to participate and consent for the recording to start.

Q01. Could you describe your current position and how it connects to the use of AI and other advanced technologies in supporting learners with ADHD, ASD and learning disabilities in VET? [ASK ALL]

A. Actual use of AI and advanced technologies to support learners with ADHD, ASD and learning disabilities in VET [ASK ONLY IF INTERVIEWEE IS FAMILIAR WITH TOOLS IN THIS SPACE]

Q02. To the best of your knowledge, what are the main AI and advanced technology tools being used to support learners with ADHD, ASD and learning disabilities in VET?

• What does the tool do?

• Who uses the tool: learners; teachers and trainers; or institutions?

• Focused on particular disability/neurodivergence? Which one(s)?

• In which setting is the tool used: in the classroom, in workshops, in work-based learning?

• What aspect of VET is impacted by the tool?

• Was the tool designed specifically for training/education or for more general use? How suited is it to vocational skills?

Q03. How does the tool support learners with ADHD, ASD and learning disabilities in VET?

• Does the tool aim to provide support tailored to specific disabilities or does it aim to provide a universally accessible solution that accommodates all users regardless of disability status?

• Does the tool have accessibility as its first intent or is accessibility as by-product?

• Could it help overcome negative attitudes or biases regarding disability? Could it worsen them?

• Who made the decision to use the tool? Is further innovation/diffusion anticipated? What kind? Will its impact on accessibility change?

• Has the tool been validated? If so, how?

Q04. Does the tool use AI? If so, how?

• If so, could it exist in its present form without it? How does it improve on previously existing solutions?

• What “AI technique” (ML, DL, etc.), what AI “field of application” (NLP, computer vision, etc.) and what implications for accessibility?

• If not, what other advanced technology is it based on? Could the tool be enhanced with AI in future?

Q05. Are existing tools being used to their full potential?

• If so, what are the key factors for success?

• If not, why not? Will the full potential ever be realised?

• Do existing tools respond to actual needs? How do schools/institutions/employers ensure this? Is there any kind of consultation? Any kind of evaluation?

• Do teachers and trainers have the skills to make appropriate use of existing technologies/tools?

• How do decision makers/individuals choose which tools to use?

• How well do they fit into an individual’s journey through VET and into employment?

• How well do they align with existing laws, rights, support systems and policies?

• Are there sufficient tools for VET learners/skills (compared to general/academic)?

B. The potential of AI and other advanced technologies to support learners with ADHD, ASD and learning disabilities in VET [ASK ALL]

Q06. Can you describe what you see as the potential for AI and other advanced technologies to support learners with ADHD, ASD and learning disabilities in VET?

• What is missing? What would be useful to do with the technology? What isn’t there?

C. Main challenges in VET [ASK NEURODIVERGENCE/DISABILITY EXPERTS]

Q07. What would you say are the main challenges for learners with ADHD, ASD and learning disabilities in VET?

• For the learners themselves, for learners with different disabilities, for teachers/trainers, for employers, for policymakers, for VET providers/institutions?

• In entry to VET, in the transition to work?

• In the classroom, in workshops, in work-based learning?

Q08. Where does accessibility rank in terms of priorities for VET providers? Can you tell me about the other priorities?

Q09. Is the use of technology in VET generally encouraged? How?

• What are the barriers?

D. The assistive tech ecosystem [ASK ASSISTIVE/EDTECH EXPERTS]

Q10. How would you describe the assistive tech eco-system for education and training?

• Typology of actors? For-profit firms, independent app developers, multinational’s research department, start-ups?

• Traditional or subsidised market?

• How does the (increasing?) prevalence of open-source AI solutions affect these dynamics?

Q11. How would you describe the typical business model for private sector firms in this field?

• Who are the clients? Schools and institutions, individuals, employers, government?

• Measure of commercial success / financial viability/ return on investment?

E. Risks when using AI and advanced technologies in VET [ASK ALL]

Q12. What are the ethical issues, if any, that emerge when using AI and advanced technologies to support learners with ADHD, ASD and learning disabilities in VET? [e.g. bias, transparency, explainability, privacy]

• For individual learners, VET providers, policymakers, teachers/instructors, employers, Public Employment Services?

• How should these issues be addressed? By who?

Q13. Are there any other risks you would like to tell me about?

• How should they be addressed/minimised?

F. Government policy and regulation [ASK ALL]

Q14. How does the government support the use of AI and advanced technologies to support learners with ADHD, ASD and learning disabilities in VET?

• Does the government put any barriers in the way? Which ones?

• Where does accessibility rank in terms of priorities for VET policy? Can you tell me about the other priorities? Is accessibility improving within VET?

Q15. Is there any government policy or regulation you would like to see in this regard?

G. Closing questions

Q16. If you had to summarise, what would you say are, in your opinion, the main challenges and opportunities when it comes to using AI and advanced technologies to support learners with ADHD, ASD and learning disabilities in VET?

Q17. What do you see as the next big technical frontier in using AI to improve accessibility?

Q18. More generally, what is your assessment of the future of this field, and the opportunities and challenges lying ahead?

Q19. Are there any other experts you would recommend I talk to?

Q20. Any big issues / questions missing in this questionnaire?

Q21. Is there anything else you would like to share?