Artificial Intelligence as a Systemic Mediator for Inclusive Co-Design.

An Exploratory Study in Upper Secondary Education

Autors

Aldo Caldarelli; Catia Giaconi; Alessandra Pescali; Alessandro Figini.

Abstract

The current educational paradigm, shaped by the digital transition, challenges Special Education to examine the affordances of Artificial Intelligence (AI) as a catalyst for the personalization of teaching and learning processes. This paper presents an exploratory research protocol aimed at investigating the effectiveness of an AI-driven didactic mediation tool designed to enhance content accessibility and proactive support within heterogeneous classrooms, specifically those including students with Special Educational Needs. Grounded in the principles of Universal Design for Learning, the study analyzes a mediated co-design model that positions the intelligent agent not as a substitute, but as a facilitator of interdisciplinary dialogue between general education and special education teachers. The objective is to structure a reflective ecosystem where AI provides analytical and predictive feedback, enabling the teaching staff to realign instructional practices with the classroom context.

Keywords

Inclusive education; Instructional co-design; Teacher professional development.

Bibliografia

Caldarelli, A., D’Angelo, I, Del Bianco, N., (2023), Digital Inclusion: le percezioni dei docenti di sostegno informazione. In Francesco Peluso Cassese, Ricerche in neuroscienze educative. Il futuro prossimo dell’educazione nell’universo digitale. Edizioni Universitarie Romane, Roma.

Giaconi, C., D’Angelo, I., Marcoionni, T., Santilli, T., Borsini, L. (2025), Teacher agency for inclusion: a study on the attitudes of pre-service support teachers in Australian Educational Researcher; 2025; Berlin / Melbourne, Springer / Australian Association for Research in Education (AARE); pp. 1 – 22.

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Santilli, T., Giaconi, C., D’Angelo, I., (2026), INCLUSIVE EDUCATIONAL AGENCY IN DIGITAL TRANSFORMATION: RETHINKING DIDACTIC MEDIATORS THROUGH

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