This study aims to evaluate AI-based stenography services by applying them in the classes and daily lives of college students with disabilities. Three students with hearing impairments, two with developmental disabilities, and two with physical disabilities were selected to use the AI-based stenography services. Focus group interviews were conducted with the students who did not refuse to participate in the interviews, excluding one student with a developmental disability who expressed unwillingness. The study analyzed the interview contents using a constant comparative method, resulting in three categories and nine themes. Under the category of usage patterns of AI stenography service devices, three themes were identified: 'AI stenography services are mainly used in lecture-style classes,' 'Sign language users among students with hearing impairments have reservations about AI stenography services,' and 'AI stenography services are perceived as distracting and thus less favored for use.' Regarding the positive effects of AI stenography services, two themes emerged: 'Real-time and post-lecture recording during classes are beneficial for learning' and 'The dictation function is useful for students with intellectual and physical disabilities during classes and evaluations.' Improvement suggestions for AI stenography service devices included three themes: 'Hardware issues such as battery capacity and overheating,' 'Software issues such as low speech recognition accuracy in specialized terminology and multi-voice processing,' and 'Need for support personnel to handle installation or malfunctions of AI stenography service devices.' Based on these research findings, recommendations were made regarding considerations for applying AI-based stenography services.