ARTIFICIAL INTELLIGENCE AND INCLUSIVE EDUCATION

Abstract

This article analyzes the relationship between Artificial Intelligence (AI) and inclusive education, emphasizing pedagogical possibilities, ethical limits, and the conditions required for digital resources to effectively contribute to student participation and learning. Inclusion is understood as more than enrollment or physical presence at school; it involves removing pedagogical, communicational, attitudinal, and technological barriers. This qualitative, bibliographic, and analytical-interpretative study is based on research and documents addressing inclusive education, Artificial Intelligence in education, accessibility, personalization, teacher education, data protection, and equity. The analysis indicates that adaptive systems, intelligent tutoring, multimodal resources, and generative tools may broaden access to knowledge and support diversified planning. However, their benefits depend on teacher mediation, accessibility of the technologies themselves, data protection, and policies capable of addressing digital inequalities and algorithmic bias. The study concludes that AI can support inclusion when it is guided by clear pedagogical purposes and principles of justice, participation, and human dignity, without replacing educational relationships or teachers’ professional responsibility.