Rethinking “Cheating”: How AI Is Helping Dyslexic Learners (and Teachers) Thrive
AI in education tends to split opinion. Some people love it. Others see it as the beginning of the end for human creativity. But for me, someone who’s dyslexic, autistic, and teaching neurodivergent learners every day, AI is a lifeline. It’s not replacing my thinking; it’s amplifying it.
The tools that make a difference
My favourite AI tools are ChatGPT and Grammarly AI. Together, they act like a patient writing partner who never gets tired of helping me shape my ideas. When I have a flood of thoughts but can’t quite make them flow on the page, I can “brain dump” everything! Messy sentences, half-formed ideas, bullet points, and ask AI to help me rephrase it more clearly.
Some people call that “cheating.” But let’s pause for a moment.
If it took you four hours to finish one piece of English homework, and you had a tool that could take all your ideas - your words, your knowledge, and help you organise them faster, would you use it? Of course you would. Humans have always built tools to make life easier. Pens were once new technology, too.
For many of us with dyslexia, writing cohesively on the first attempt feels like climbing a mountain in flip-flops. AI doesn’t climb it for us… it helps us find the right footholds. It checks tense and tone, smooths structure, and turns that mountain into a manageable hill. We still write the content; AI just helps us polish it into something that finally sounds like the ideas we meant to say all along.
Teaching students to train their AI
In my classroom, I teach students to “train” their AI tools the way they’d train any learning habit… with boundaries, examples, and reflection. We practise setting clear prompts, checking accuracy, and editing AI suggestions to keep their own voice intact.
Together, we talk about what AI does well (clarity, structure, speed) and what it can’t do (feel, imagine, or replace your lived experience). These conversations help children think critically, not just copy. It’s digital literacy with heart.
How AI is changing the learning landscape
Let’s picture a classroom of 30 pupils. Among them: three children with diagnosed dyslexia, two awaiting assessment, two high achievers, and others facing a range of learning barriers.
Now, imagine explaining adjectives in a way that reaches every child. It’s possible, but exhausting.
AI can act like a quiet teaching assistant, personalising support for each learner. For example, a child might ask AI to reword a tricky paragraph in simpler language, or to generate a few examples that match their reading level. With guidance, “Always fact-check,” “Use your own notes first,” “Make sure it sounds like you”, AI becomes a scaffold, not a shortcut.
This approach nurtures independence. Children learn not only how to write better, but how to learn smarter. They feel empowered to take ownership of their work rather than drowning in frustration.
Is AI hindering education? Only if we let it.
The danger isn’t the tool… it’s the attitude around it. If we ban AI out of fear, we miss a chance to teach critical thinking and digital responsibility. If we use it thoughtlessly, we risk dulling creativity. The sweet spot is teaching how and why to use it well.
When used thoughtfully, AI reduces anxiety, shortens the redrafting slog, and helps both learners and teachers focus on ideas rather than spelling or structure. It turns “I can’t do this” into “I can, with support.”
A reality check for adults
Let’s be honest… adults use assistive tech all the time. Auto-correct, PowerPoint templates, email filters, out-of-office replies… We rely on tools that make our work easier and clearer. So why deny that same advantage to children who are still building confidence?
AI, when used with kindness and curiosity, can transform learning from a battle into a collaboration. It can turn barriers into bridges.
As teachers, we’re not trying to “fix” learners, we’re giving them the tools to shine in their own way. For me, AI is just another light we can hand them.
