We wrapped up our final AI in FE community session of 2025 with an accessibility-focused session from Freya Bevan, Digital Learning Coach with AI focus at Gloucestershire College. Freya took us through how the college is exploring generative AI as a form of assistive technology to help bridge gaps in access and build independence and confidence for SEND learners.
Approaching AI implementation through collaboration
Freya opened by setting out the breadth of provision across Gloucestershire College’s three mainstream campuses in Gloucester, Cheltenham and Cinderford, which include specialist provision for learners with moderate to severe learning difficulties. A key theme throughout the session was that there is no single “right tool” for all learners, even those with similar needs. Suitability depends on the individual learner and the type of support that works for them.
Rather than treating AI implementation as a purely technical project, Freya described how the team at Gloucestershire is learning through collaboration across the sector. They’re taking up training opportunities and networking to increase their collective knowledge. For those looking to build their knowledge on both AI and assistive technology, she recommended connecting with Jisc’s accessibility and assistive technology communities, TechAbility (Natspec’s assistive technology support service), and the Artificial Intelligence Collaboration (AIC) group (organised by another of our speakers this year, Kirsty Ingleson.).
Where AI and Assistive Technology meet
Freya outlined two broad routes where generative AI and assistive technology intersect. The first is generative AI embedded into existing assistive tools. Many established tools already in use by students now include some form of generative AI features. Examples discussed included Grammarly’s newest AI assistant features, Microsoft Seeing AI’s ‘Ask Seeing AI’ chatbot, and AI text and image generation within Canva for Education.
The second route is using large language models as an assistive technology themselves. Even when tools weren’t designed as assistive technology, they can be useful for support. Freya shared findings from a Gloucestershire College student AI usage survey with 468 responses, where ChatGPT was the most used tool (214 students).
She explained how these tools can support learners in practice: simplifying complex content to an appropriate reading level, generating study plans and scaffolding for executive function challenges, and offering alternative explanations where learners need information broken down differently.
Exploring tools
Freya walked through a selection of the tools Gloucestershire College has explored. Adobe Firefly is being used particularly with arts and media learners for creative expression. Canva for Education supports learners by adjusting reading levels and using AI to support idea development. Goblin Tools was described as a “Swiss army knife” with multiple tools including those for breaking down tasks and support with understanding tone. The college is also making use of Microsoft tools, including Seeing AI and features built into the Microsoft suite such as Immersive Reader and Dictate.
Considering how learners are already accessing and using many of these tools independently, Freya explained it was imperative that they looked to expand learner AI literacy, providing guidance on ethical use while still encouraging safe exploration of tools and ensuring learners don’t miss out on the support they can provide. The implementation of AI tools is carefully considered through an internal AI governance committee which assesses which tools are appropriate to implement, particularly where SEND learners may need additional guidance around safe use, data protection and ethical considerations.
Building capacity through training
The college is using a train-the-trainer model, focusing first on staff confidence so that teaching staff and support roles, including learning support assistants and SEND intervention mentors, can cascade knowledge to learners. Trained staff can then feel confident demonstrating approved tools in the classroom and empower learners to gain independence in using tools themselves.
Training approaches include staff development day workshops, one-to-one staff coaching, inter-department demos and practice sharing, and staff SharePoint updates with approved tools and guidance. Freya also shared early work shifting towards direct student training, including a series of workshops with SEND learners on how to use Canva for Education.
The impact of training
Freya shared feedback from a recent CPD session using pre and post-workshop forms, showing a 70% rise in confidence in using AI as assistive technology and using accessibility tools across devices. One staff comment shared from these workshops highlighted the real importance of the work, recognising how improving accessibility and utilising assistive technology can make life easier for learners, and that the skills and knowledge they develop in college can continue to serve them well into their next stage in life.
Looking ahead, the college’s plans include expanding their knowledge of AI as assistive technology through continued networking, training, collaboration, and ongoing staff development using their train-the-trainer approach. They’re prioritising working more closely with SEND learners to understand more about their needs, what they want to explore, and what will benefit them most when using AI as an assistive technology.
Catch up on the recording
If you want to watch Freya’s session in full please check out the full recording and transcript on our YouTube channel.
Discussion from the community
The presentation sparked rich discussion amongst members, with many sharing how they have utilised different AI tools for accessibility and inclusion at their colleges.
Finding the right tools
Members wondered which parts of Goblin Tools learners were finding particularly useful. Freya noted the task breakdown (“Magic ToDo list”) as one of the most popular among their learners, alongside the time estimation tool (“Estimator”).
A question came up about using AI to highlight spelling and grammar issues in students’ handwritten work in a clear, colour-coded way. Suggestions included using Google Gemini for its capability in working with images of written text, with one member noting recent improvements in handwriting recognition.
Members also shared the range of AI tools they’ve found useful in their own practice both to support learners and create more accessible content, with key examples including Copilot, Read & Write, Canva, Google’s Notebook LM, and Brisk.
Supporting leaners directly
To better support a deaf learner, one member described using a Google Meet setup along with a small microphone for the teacher and a Gemini Pro licence to create live lesson transcripts, summaries, and action points, helping the learner access content more independently.
Working across the institution
Members were interested in how library teams can be involved in supporting AI literacy work. Freya shared that collaboration with library teams supports AI literacy work, with joint workshops and responsive support for staff who are student-facing and can reinforce guidance.
Navigating challenges
Members asked how other colleges are navigating age restrictions around tools like ChatGPT, and others where parent or guardian consent is required for those under 18. From the community we’ve explored and shared some consent processes in the past. It was noted that it’s important to still provide guidance to learners about these tools even if they are not approved for use in college, as many will access them independently from personal accounts.
A thoughtful point was also raised around concerns that learners might become over-reliant on AI tools. Tips were shared around developing learners’ understanding of AI as a supporting tool, creating time and space for learners to understand boundaries, risks and responsible habits.
Thanks again to Freya for a thoughtful, grounded session to close out the year and to everyone who shared tools, questions and real examples from practice.
Join us in January
We’ll be back with monthly sessions in 2026. The next two community dates will be:
- 20 January 2026
- 24 February 2026
We’re also planning new workshops, including a session focusing on student access to AI, exploring how colleges can safely enable student use of generative AI through strong data and IT policies.
Sessions are open to Jisc member institutions. To receive invites just join the AI in FE Jiscmail community. Please be sure to register with your institutional email address.
And if you’d like to present at a future AI in FE community session, whether that’s a short case study, a practical demo, or a discussion-led session, please get in touch via AI@jisc.ac.uk.
Find out more by visiting our Artificial Intelligence page to explore publications and resources, learn more about our communities and sign up for our AI Literacy training.
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Get in touch with the team directly at AI@jisc.ac.uk
One reply on “AI in FE: AI as Assistive Technology for SEND learners with Gloucestershire College”
This was really useful