ChatGPT as Universal Design for Neurodivergent English Learners?

Higher education institutions have yet to accommodate neurodivergent populations for whom cognitive processing, attentional regulation, and learning variances deviate from conventional expectations. Generative AI tools like ChatGPT align theoretically with Universal Design for Learning principles, yet limited research examines whether they meet neurodivergent learner needs or risk compounding inequities, especially in Global South contexts. This quantitative study assessed ChatGPT use and perceptions among English major students (N=122; 70 neurodivergent, 52 neurotypical) in Hassan II University of Casablanca in Morocco using a UDL framework comparing group differences across Engagement, Representation, and Action and Expression. Neurodivergent students rated ChatGPT significantly more favorably than neurotypical students for Engagement and Action and Expression, with particular value for reading comprehension support and idea generation. No group differences emerged for Representation or perceived Barriers, as both groups acknowledged concerns about academic dishonesty and over-reliance. Usage frequency strongly correlated with perceived helpfulness. These findings represent the first systematic assessment of ChatGPT as a compensatory tool for neurodivergent learners in multilingual, under-resourced settings. Results suggest that neurodivergent students perceive AI-mediated scaffolding as helpful for addressing executive functioning challenges and literacy accessibility gaps when institutional accommodations remain insufficient, though ethical concerns require attention from educators and policymakers. The International Journal of Universal Design and Universal Design for Learning , Vol. 1 No. 2 (2026): From education to the workplace: Designing for Inclusive Learning through Partnerships