Training for inclusive education: assistive technologies and artificial intelligence in the perceptions of trainee teachers

Abstract

The role of Artificial Intelligence (AI) and digital technologies in reshaping teacher training, with a view to enhancing school inclusion through the personalization of learning paths, is now widely recognized. However, the effectiveness of these tools largely depends on teachers’ awareness of their value and pedagogical use within the hyper-complexity of today’s classrooms. This study, of a quantitative-qualitative nature, aims to explore the perceptions and training needs of a sample of future special education teachers regarding their digital skills, the challenges arising from the adoption of AI-based tools, and the use of assistive technologies in inclusive teaching. It also contributes to the academic debate on initial and ongoing teacher training in the era of the digital revolution, helping to outline strategies for the effective and ethical integration of AI in teaching all students, both those with special needs and others. The insights gained offer some suggestions for further development and improvement of policies and educational paths aimed at promoting a critical and conscious use of assistive technologies. From this perspective, digital innovation is conceived as an inclusive tool capable of reducing barriers to participation and making learning experiences truly accessible to every student.