Mahika Phutane

Mahika Phutane, Aditya Vashistha

People with disabilities (PwD) experience disproportionately high levels of discrimination and hate online, particularly in India, where entrenched stigma and limited resources intensify these challenges. Large language models (LLMs) are increasingly used to identify and mitigate online hate, yet most research on online ableism focuses on Western audiences with Western AI models. Are these models adequately equipped to recognize ableist harm in non-Western places like India? Do localized, Indic language models perform better? To investigate, we adopted and translated a publicly available ableist speech dataset to Hindi, and prompted eight LLMs--four developed in the U.S. (GPT-4, Gemini, Claude, Llama) and four in India (Krutrim, Nanda, Gajendra, Airavata)--to score and explain ableism. In parallel, we recruited 175 PwD from both the U.S. and India to perform the same task, revealing stark differences between groups. Western LLMs consistently overestimated ableist harm, while Indic LLMs underestimated it. Even more concerning, all LLMs were more tolerant of ableism when it was expressed in Hindi and asserted Western framings of ableist harm. In contrast, Indian PwD interpreted harm through intention, relationality, and resilience--emphasizing a desire to inform and educate perpetrators. This work provides groundwork for global, inclusive standards of ableism, demonstrating the need to center local disability experiences in the design and evaluation of AI systems.

Mahika Phutane, Julie Wright, Brenda Veronica Castro et al.

Teachers of the visually impaired (TVIs) regularly present tactile materials (tactile graphics, 3D models, and real objects) to students with vision impairments. Researchers have been increasingly interested in designing tools to support the use of tactile materials, but we still lack an in-depth understanding of how tactile materials are created and used in practice today. To address this gap, we conducted interviews with 21 TVIs and a 3-week diary study with eight of them. We found that tactile materials were regularly used for academic as well as non-academic concepts like tactile literacy, motor ability, and spatial awareness. Real objects and 3D models served as "stepping stones" to tactile graphics and our participants preferred to teach with 3D models, despite finding them difficult to create, obtain, and modify. Use of certain materials also carried social implications; participants selected materials that fostered student independence and allow classroom inclusion. We contribute design considerations, encouraging future work on tactile materials to enable student and TVI co-creation, facilitate rapid prototyping, and promote movement and spatial awareness. To support future research in this area, our paper provides a fundamental understanding of current practices. We bridge these practices to established pedagogical approaches and highlight opportunities for growth regarding this important genre of educational materials.