The use of artificial intelligence in promoting inclusive education

   Introduction. The article addresses the problem of integrating artificial intelligence (AI) into the system of inclusive education.

   The humanization of education and international regulatory frameworks – such as the Salamanca Statement, the UN Convention on the Rights of Persons with Disabilities, and the Sustainable Development Goals – necessitate the creation of conditions for education accessible to all categories of individuals, including persons with disabilities (PWD).

   Purpose setting.

   Particular emphasis is placed on the rapid development of AI and its potential for the digital transformation of education.

   Drawing on international experience (UNESCO, research by V. A. Melo-López, C. Salas-Pilco, and S. Ahmed), the study posits that intelligent tutoring systems, adaptive platforms, and virtual agents can enhance learning accessibility and the autonomy of students with disabilities, lower access barriers, and adapt educational content.

   Methodology and methods of the study. The study employs: 1) content analysis of scientific articles and regulatory documents to identify key themes related to the use of AI in inclusive education; 2) a comparative analysis of Russian and international research based on defined groups of criteria; 3) the structuring of AI implementation practices according to their functional roles within the inclusive education system; 4) conceptual modeling to represent the integration of artificial intelligence into inclusive education policy and practice.

   Results. The study examines systematic reviews and individual case studies as sources of empirical descriptions regarding the application of AI-based assistive technologies, adaptive learning systems, generative services for educational material development, and data analytics tools in inclusive education. In the Russian scientific landscape, emerging works are also investigating AI applications in inclusion, such as the education of persons with speech impairments. The article underscores the necessity of a human-centered approach and the responsible use of AI, particularly for vulnerable groups of learners.

   Conclusion. The theoretical and analytical study allows for the following conclusions: 1) artificial intelligence already plays a significant role in inclusive education through personalized learning systems, assistive technologies, data analytics, and generative services for developing adapted materials; 2) artificial intelligence serves not only as a tool for supporting individual learners but also as a strategic resource for advancing inclusive culture and policy.

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