Seeing Inclusion. Thinking Inclusion. Artificial Intelligence as an Educational Tool to Reframe Representations of Disability

Abstract

What happens when future teachers are asked to represent autism through metaphors and AI-generated images? This article presents an exploratory educational activity aimed at activating critical and reflective processes about inclusive education, using generative AI as a dialogic tool. Through a multi-phase path, students were guided to question the images, both internal and external, of autism, turning the encounter with AI into a moment of deconstruction and reimagination. The aggregate analysis of the students’ work revealed recurring dimensions and areas of critical reflection, offering insights into the role of imagery in inclusive teacher education.