Special Pedagogy and Artificial Intelligence: technologies and training for conscious inclusion

Abstract

Artificial Intelligence (AI) and digital technologies are profoundly transforming the educational landscape, offering innovative tools for inclusive teaching and Special Education. While these resources expand the possibilities of access and participation for students with Special Educational Needs (SEN), they also raise fundamental questions about the role of human mediation and the need for a critical and conscious approach to their use. The integration of technological tools into teaching requires a pedagogical reflection that is not limited to a functionalist vision of AI, but considers technology as a means of support, and not as a substitute for educational action. The effective use of adaptive software, virtual environments and assistive devices can promote students' autonomy, but their application must be guided by appropriately trained teachers, able to combine innovation and inclusion. In this scenario, the University and teacher training courses take on a central role, both in the preparation of teachers aware of the potential and limits of technology, and in the promotion of a digital humanism that reaffirms the primacy of the human being in the educational relationship. This paper analyzes the relationship between AI and Special Needs Education, highlighting the inclusive potential of technologies, methodological challenges, and the role of research and training in steering the use of AI towards a more equitable and accessible education.