The Hidden Labor of Neurodivergent Students: Reimagining AI Through Tourette Syndrome and a Culture of Care
Posted by anne.grey | Start the discussion
Presented by: Shelbi Poulter, Student Advocate, and Ira McKenzie, Student Advocate Coordinator
Summary
This presentation examines how remote AI proctoring and automated classroom monitoring systems create structural barriers for neurodivergent students in higher education. Using Tourette Syndrome as a central lens, the session highlights how surveillance tools rely on narrow assumptions about body language, eye contact, and movement. When automated systems flag involuntary motor or vocal tics as suspicious, the burden of proof unfairly shifts onto disabled students to justify their bodies. The presenters advocate for moving away from punitive surveillance and toward an equity-centered culture of care that prioritizes trust, accessibility, and authentic assessment practices.
Presentation Outcomes
- Identify how AI proctoring tools and camera-based monitoring reinforce normative assumptions about student focus and behavior.
- Recognize the unseen cognitive labor and behavioral suppression experienced by neurodivergent learners under automated surveillance.
- Explore equity-centered assessment strategies that promote accessibility and academic integrity without relying on punitive tracking software.
Keywords: Neurodivergence, Tourette Syndrome, AI Proctoring, Accessibility, Higher Education, Educational Technology, Remote Surveillance, Culture of Care, Academic Integrity, Student Advocacy
Post generated by CTLE Web Designer Gem on 08/21/2026
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