William A. and the future

Let’s think about the story of William A., who graduated from high school in Tennessee with a 3.4 GPA, despite being illiterate. How did this happen?

Apart from his dyslexia itself, William’s most salient “circumstance” for our purposes was that — with proper instruction — he can learn to read. See L.H., 900 F.3d at 795–96. The school has not even tried to prove that finding wrong; yet William graduated from high school without being able to read or even to spell his own name. That was because, per the terms of his IEPs, he relied on a host of accommodations that masked his inability to read. To write a paper, for example — as the ALJ described — William would first dictate his topic into a document using speech-to-text software. He then would paste the written words into an AI software like ChatGPT. Next, the AI software would generate a paper on that topic, which William would paste back into his own document. Finally, William would run that paper through another software program like Grammarly, so that it reflected an appropriate writing style. Not all these workarounds were specifically listed in his IEP, but all were enabled by an accommodation that was: 24 extra hours to complete all assignments, which allowed William to complete his assignments at home, using whatever technology tools he could find.

First of all, we should admire William A.’s ingenuity in finding ways to do his assignments without having been taught to read and write. That said, he must have had some level of literacy to use ChatGPT and Grammarly, unless he enlisted people to help him: perhaps William benefited from work with a dyslexia specialist hired by his parents, something his school deemed unnecessary.

Presumably his parents did not themselves help William do his work, or not much, because they’re the ones who sued the school system for failing to provide the education promised him by the Individuals With Disabilities Education Act. That act requires schools to make accomodations for disabled students that provides an education equivalent to that received by non-disabled students. William’s parents felt that since he was dyslexic but able to learn to read, the school system had an obligation to teach him to read, through whatever alternative instruction is appropriate for people with dyslexia.

What interests me is the school system’s defense, which is that William A. obviously was given an adequate education: look at his GPA. That is, if he could pass his courses, then he had been given appropriate compensation for his disability. On this account, passing courses in the humanities is what matters, even if the requisite writing is done by ChatGPT and Grammarly, and even if the students cannot himself read or write at all. That is: Literacy is optional to education.

Reading Adam Roberts’s superb 2024 novel Lake of Darkness, set in a pretty-far future, one comes gradually to realize that most of the characters are not just monolingual — a person who knows a second language is considered a prodigy — but also illiterate. A historian specializing in the 20th century “of course” knows the novel Alas in Wonderland — she’s never seen the book’s title, only heard it, like everyone else. (The Alas books, written as we all know by Carol Louis, were published in 1865 and 1871, not the twentieth century, but close enough.) Similarly, people speculate about the first name of the astronaut Armstrong — was it perhaps Nile, in honor of the ancient Egyptians? Also, the writer of Voyage to the Center of the Earth was Julie Verne. Culture has become a game of Telephone: one generation whispers in the ear of the next.

‘Do you do the reading and writing thing? I know a lot of historians master that.’

‘Some do,’ she said, feeling absurdly exposed. ‘Not me. It’s a lot of really fiddly work, is the truth, and I wanted – I wanted to concentrate my mental energies on other things. I mean, I know people who spent many years mastering one antique script only to discover that their primary sources were all written in another. And anyway, after all, anyway, anyway, of course, we can always just get an AI to read texts aloud, any old texts, to read and translate them. I mean –‘ She could feel her gabbling running away from her. Why couldn’t she stop? ‘– I mean, it’s still pretty boring, to be honest, sitting there whilst some AI reads some interminable antique text. Why were they so long, that’s what I want to know? Even at double speed, and even when the AI notices you fidgeting and tries to leaven the experience by doing each different piece in different voices, it’s still –‘

Berd reached out and touched her shoulder with his right hand. His gaze was steady, and as blue as a methane flame. ‘It’s OK,’ he said. ‘I understand. It’s hard.’

‘Yes,’ she said. ‘Yes it is.’

‘There are other things to put your time and energy into.’

She grinned. ‘Exactly.’