UNIVERSAL DESIGN FOR LEARNING AND INTELLIGENT ASSISTIVE TECHNOLOGIES: NEW PERSPECTIVES FOR SCHOOL INCLUSION

Abstract

The consolidation of truly inclusive education requires student differences to be considered from the outset of pedagogical planning, moving beyond practices centered exclusively on subsequent adaptations intended for those who encounter barriers in the learning process. In this context, Universal Design for Learning (UDL) emerges as an approach capable of guiding the development of flexible, accessible, and responsive educational environments that acknowledge human variability. At the same time, the advancement of Assistive Technologies and, more recently, their integration with artificial intelligence resources has expanded possibilities for personalization, communication, access to content, and student participation. This chapter aims to discuss the connections between UDL and Intelligent Assistive Technologies, analyzing their contributions to school inclusion, accessibility, and student autonomy. This is a theoretical and bibliographic study grounded in classical and contemporary authors in the fields of inclusive education, UDL, and Assistive Technology, as well as recent studies addressing the incorporation of artificial intelligence into educational processes. It is argued that intelligent technologies can enhance the principles of UDL when incorporated into pedagogical planning in an ethical, intentional, and teacher-mediated manner, contributing to the reduction of barriers and expanding opportunities for learning and participation for all students.