Artificial Intelligence in Special Education: Advancing Inclusion Through Universal Design for Learning, and Culturally Responsive Teaching

Abstract

Artificial Intelligence (AI) systems are demonstrating significant potential in revolutionizing K-12 education, specifically by offering new ways to improve individualized and inclusive instructional practices in special education. With the sudden integration of Artificial Intelligence tools, many special education teachers still struggle to understand how to effectively use them to foster inclusive classroom environments. In this article, we introduce a practice-oriented integration framework that provides special education teachers with practical guidance for using AI tools to design instruction aligned with two critical frameworks: Universal Design for Learning (UDL) and Culturally Responsive Teaching (CR Teaching). Some of the reliable AI platforms are described in the context of use for diverse students under UDL and CR Teaching frameworks. We conclude with recommendations for practice including ethical use of AI by special education teachers.