Rachel Lowy

PhD Candidate in Human-Centered Computing at Georgia Tech, advised by Jennifer Kim.

My research asks how technology can foster meaningful learning and communication for neurodivergent people. I focus on co-designing in partnership with users to ensure design outcomes that reflect neurodivergent lived experiences. My current research focus is on integrating AI-driven solutions, such as Large Language Models (LLMs), to create educational environments that support and engage neurodiverse learners.

Before pursuing a PhD, I worked as a speech therapist in private clinics, public schools, and on research intervention teams. Working on projects at the University of Washington Autism Center and Institute for Learning & Brain Sciences (I-LABS) fueled my interest in pursuing research goals centered on designing for a wide spectrum of users.

Visit my Google Scholar.

A smiling woman is pictured outside, in front of trees on a sunny day. She is a white woman with blue eyes and curly brown hair, wearing a black and white striped top.

Research Interests

I am interested in designing technology that empowers neurodivergent users by promoting agency and understanding between themselves, their families, and community members. A key focus of my work is understanding how AI and other emerging technologies can strengthen connections between people rather than replacing them. Implementing participatory and co-design methodologies is critical to my work, in order to ensure that designs align with user priorities rather than contributing to existing stereotypes and biases against neurodivergent people..

Classes

CS 3751: Intro to User Interface Design | | TA (Spring 2024)

CS 8001 OLM: Large Language Models | TA / Instructor (Summer 2024, Fall 2024, Spring 2025, Summer 2025, Fall 2025)

INTD 3020P Collaborative Design | Instructor (Spring 2023, Spring 2025)

Featured Projects

A computer interface showing three sections: Skills for Success, Learning Pathways, and Modified Assignment. The learning pathways section has three checkboxes next to which are ideas for assignment changes.

LLMs for Inclusive Higher Education

Enhancing accessible higher education for students with IDD using LLMs to personalize coursework modifications based on Universal Design for Learning.

I am currently collecting data for this project as part of my dissertation.

Selected Publications

A collage activiites showing the roots of a tree and prompt questions (e.g., 'who is important to you) are shown with pictured answering these prompts under them.
A map with several search filters and green flags showing sites of interest.
A hand-drawn blue stick person making a stressed out and unhappy face.
A scientific framework showing long-and short-term collaboration and communication loops in transition planning.
Bright blue sound waves on a black background.

Working Together Toward Interdependence: Chatbot-Based Support for Balanced Social Interactions Between Neurodivergent and Neurotypical Individuals

(PDF) | CHI 2025

Co-designing Robot Dogs with and for Neurodivergent Individuals

(PDF) | ASSETS 2024

Research-Education Partnerships: A Co-Design Classroom for College Students with Intellectual and Developmental Disabilities.

(PDF) | CSCW 2024

Designing for Strengths: Opportunities to Support Neurodiversity in the Workplace

(PDF) | CHI 2024

Understanding Online Job and Housing Search Practices of Neurodiverse Young Adults to Support Their Independence.

(PDF) | CHI 2024

Toward Inclusive Mindsets: Design Opportunities to Represent Neurodivergent Work Experiences to Neurotypical Co-Workers in Virtual Reality.

(PDF) | CHI 2023

Building Causal Agency in Autistic Students through Iterative Reflection in Collaborative Transition Planning.

(PDF) | CSCW 2023

Breaking down the visual barrier: Designing data interactions for the visually impaired in informal learning settings

(PDF) | CSCL 2023