So many of the newsletters about AI are based on the intersection of technology and business. So it came as welcome relief to find an edition of AI Supremacy talking about AI, psychology, relationships, adaptation, coping and our self-regulation to live more fulfilling lives as individuals. The edition is based on work by Natalia Cote-Munoz of the Newsletter Artificial Inquiry.

Natalia says: "The future of human-AI collaboration is being written right now—not in Silicon Valley conference rooms, but in the daily workflows of neurodivergent people who've discovered something remarkable: AI tools designed for general use can remove barriers that traditional technology never addressed." But she claims the lack of recognition by the AI industry of the activities of people with disabilities means they are missing out because. the same innovations that empower disabled users often become universal benefits. She goes on to say "experience, shared by millions of others navigating cognitive challenges, offers crucial insights for AI developers, policymakers, and business leaders. The technical capability exists. The gap lies in thoughtful implementation."

Its quite a long article providing numerous examples before talking about controversies in the disability community over AI. She draws attention to the distinction between traditional assistive technology (AT)—screen readers, speech-to-text software, mobility aids—purpose-built for specific disabilities and Generative AI tools as general-purpose platforms whose benefits for neurodivergent users emerged almost by accident. "People discovered creative ways to adapt these broad-purpose tools to their specific needs", she says, "often in ways their creators never intended." But she believes there is a movement towards convergence between traditional assistive technology.

For educational institutions she advises that they should:

• Develop nuanced AI policies that protect academic integrity while enabling legitimate accommodation use
• Train faculty to recognize AI assistance as potential accommodation rather than cheating
• Create safe spaces for students to disclose AI use for disability-related needs

But perhaps the most interesting part of the article is Six Non-Negotiable Principles for Inclusive AI "based on current research and disability community advocacy."

Build Adaptive, Not Normalizing Systems: Develop AI that adapts to users' natural patterns rather than forcing them to match predetermined norms and communication styles

Meaningful Participation at Every Stage: Embed "Nothing About Us Without Us" from initial concept through ongoing evaluation—neurodivergent people as co-creators and decision-makers, not just beta testers
Social Model Implementation: Shift from attempting to "fix" individual differences to removing environmental barriers—design systems that recognize diverse communication styles rather than forcing conformity

Preserve Authentic Voice and Agency: Reduce mechanical burdens while maintaining user control—AI should help express ideas more effectively, not generate content that replaces thinking
Robust Privacy and Ethical Safeguards: Incorporate strong data protections and user control, especially given disability communities' history with surveillance and discrimination
Address Economic and Access Barriers: Recognize that "free" AI tools still require reliable internet and devices—work to bridge rather than widen digital divides

These seem pretty good guidelines for wider communities in my view including education.