Exploring the Impact of AI Tools on Communication, Executive Functioning, and Anxiety for Individuals with Exceptionalities: Perspectives of K-12 Teachers and Adults

Abstract

This qualitative phenomenological study explores the experiences of individuals with autism spectrum disorder (ASD), dyslexia, and K–12 educators who support them with AI tools in education, particularly their effects on communication, executive functioning, and anxiety. Creswell's constructivist approach, which emphasizes the co-construction of knowledge between the researcher and participants, was used to conduct semi-structured interviews with three adults with ASD, three with dyslexia, and eight educators who were recruited using purposive sampling. Thematic analysis yielded five broad themes: Communication Support through AI Tools, AI as an Executive Functioning Tool, AI Tools and Anxiety Reduction, Social Interaction and Overall Communication Skills, and Instructional and Pedagogical Insights from Educator Experiences with AI Tools. Neurodiverse individuals and educators viewed AI as both a practical tool and an affective buffer for alleviating cognitive, communicative, and emotional strain. In addition, educators noted benefits in efficient and flexible instructional design, greater differentiation, and new opportunities for student autonomy with the use of AI tools. These reflections foregrounded a shift in pedagogical possibility—one where AI played a role in balancing access and rigor. While concerns about overreliance and misalignment emerged across groups, these critiques reflected a desire for thoughtful integration, grounded in trust, choice, and individual fit rather than rejecting AI. Together, the findings suggest that AI, when responsive and well-matched, can play a meaningful role in supporting communication, executive functioning, and emotional regulation, while also underscoring the need for an ethical implementation that values human agency as much as technological efficiency.

Keywords: Learning, disability, scaffolding, cognitive, design, agency, AI, technology.

DOI: 10.7176/JEP/17-2-01

Publication date: February 28^th 2026