ARTIFICIAL INTELLIGENCE IN 21ST-CENTURY EDUCATION: PERSONALIZATION AND INCLUSION FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

This article analyzes the impact of Artificial Intelligence (AI) on 21st-century education, with emphasis on its applicability to teaching individuals with Autism Spectrum Disorder (ASD). Based on the theoretical framework of the DSM-5 and ICD-11, the study explores how AI can support personalized teaching strategies, promoting greater equity, inclusion, and pedagogical effectiveness. The paper discusses the educational contributions of Vygotsky, Feuerstein, and Universal Design for Learning (UDL), linking them to AI-based methodologies such as adaptive teaching, social robotics, and assistive technologies. International case studies, public policies, and ethical challenges in the implementation of AI with neurodivergent students are examined. It concludes that AI, when mediated by pedagogical intentionality and ethical responsibility, can be a powerful tool to transform schools into truly inclusive environments.