Pixel International Conferences

Artificial Intelligence (AI) represents an unexplored frontier in the field of education and teaching. The development of digital skills and a renewed awareness of new technologies and their role in teaching and learning are priorities that both students and teachers need to address. One promising potential of Artificial Intelligence in secondary education can be found in the opportunity to promote personalized and effective learning. This contribution aims to contribute to the ongoing discussion on the potential of AI, with a focus on the benefits it can offer to students with Special Educational Needs (SEN), along with inclusive strategies such as Universal Design for Learning (UDL). The combination of instructional design adhering to UDL principles and emerging AI systems, could support a qualitative differentiation recognizing the value of diverse materials and different learning modalities that is "essential for some and useful for all" (Savia, 2016). Examples include AI-powered intelligent tutors and information processing through analysis and synthesis algorithms that address the concrete and crucial needs of students with SEN, such as explaining complex concepts, providing instant feedback, extracting key concepts from complex texts, facilitating comprehension and information processing. In this perspective, AI technologies can provide support for personalized learning based on students' needs and learning styles, offering access to advanced educational resources.

 

Keywords: Artificial intelligence, BES, Special needs, technologies, UDL, personalization

 

References

[1] Luckin R. (2018), Machine learning and human intelligence: The future of education in the 21st century. UCL Institute of Education Press.

[2] Mohan, S., Reychav, I., & Dumais, S. (2019), “Artificial intelligence in special education: State-of-the-art and research challenges”, Frontiers in Education, 4, 91.

[3] Sáez-López, J. M., Román-González, M., & Vesisenaho, M. (2018), “Artificial intelligence in special education: A systematic review”, International Journal of Environmental Research and Public Health, 15(4), 673.

[4] Savia G. (a cura di) (2016), Universal Design for Learning: Progettazione universale per l’apprendimento e didattica inclusiva, Erickson, Trento.

[5] UNESCO (2020), Artificial Intelligence and Inclusive Education: Exploring Opportunities for Learners with Disabilities. https://unesdoc.unesco.org/ark:/48223/pf0000373942.