As advances in artificial intelligence and digital technology continue to reshape higher education, assistive technologies have become increasingly important in supporting students with disabilities. While assistive technologies have the potential to create more inclusive learning environments, access to these tools is often uneven, and many students remain unaware of the resources available to them. In this research, we will examine how institutions implement assistive technologies, how widely they are used, and whether they truly empower students or unintentionally introduce new challenges, such as over-reliance on technology or privacy concerns. By analyzing existing public datasets, this study evaluates whether AI-based assistive tools based on disability are contributing to greater equity in higher education for students with disabilities, or whether additional institutional policies and ethical considerations are necessary to ensure that these technologies truly support student success and still protect the privacy of students and professors as well.
