Artificial intelligence as a psycho-pedagogical resource for the educational inclusion of students with Autism Spectrum Disorder
DOI:
https://doi.org/10.71112/ff95pr29Keywords:
artificial intelligence, educational inclusion, autism, social interaction, psycho-pedagogyAbstract
This research analyzes the use of Artificial Intelligence (AI) as a psycho-pedagogical resource to promote the educational inclusion of students with Autism Spectrum Disorder (ASD) in public schools in Ecuador. The study was conducted using a qualitative approach, employing structured observation and semi-structured interviews with teachers and students. The results show that AI significantly contributes to strengthening communication, classroom participation, and social interaction by providing visual supports, dynamic adaptations, and immediate feedback. Furthermore, it was determined that AI does not replace pedagogical mediation but rather acts as a complement that expands the possibilities for support and personalized learning. Peer collaboration and teacher attitude were also identified as key factors in consolidating inclusive processes. The study concludes that AI can be a valuable tool for promoting educational equity, provided its application is contextualized, supervised, and geared toward ensuring the active participation and emotional well-being of students.
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Copyright (c) 2025 Yadira Rocío Ordoñez Lapo, Virginia Mariela Briones Silva, María Isabel Sabando Guerrero, Jefferson Steeven Tandazo Ullauri, Carlos Adolfo Rivas Redrovan (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
