Inclusion in Educational Settings with the Support of Artificial Intelligence
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 30 November 2024 | Viewed by 6189
Special Issue Editors
Interests: ICT support for educational processes; social inclusion education of individuals with special educational needs; computer supported collaborative learning; e-inclusion
Special Issue Information
Dear Colleagues,
The goal of inclusive education is to ensure that all students are welcomed into their schools, placed in regular, age-appropriate classes, and supported in their learning process, enabling them to contribute and participate in all aspects of daily teaching. Inclusive education involves designing and developing school spaces, programs, and activities so that all students can participate and learn alongside their peers, expressing their full potential.
According to the International Classification of Functioning (ICF-WHO, 2002), digital technologies, classified among the environmental factors, are effective tools for supporting the independence and autonomy of a person during difficult situations and can facilitate inclusion in the context of education and active participation.
These technologies can play both a compensatory/enabling role, enabling students facing functional difficulties to participate fully, and a social and participatory support role, ensuring engagement in a social learning context, including distance learning.
Attention towards Artificial Intelligence in EDucation (AIED) is growing. Published UNESCO documents highlight AI’s potential in contributing to the achievement of Goal 4 of the 2030 Agenda, which aims to ensure inclusive, equitable, and quality education, promoting learning opportunities for all.
The potential for AI to improve inclusivity in education will continue to develop, promising a brighter and more inclusive future for students everywhere. An inclusive approach to education is vital to creating a learning environment where all students, regardless of their background, abilities, or challenges, have equal opportunities to succeed.
We invite scholars, researchers, educators, and practitioners to submit original research articles, reviews, and case studies for a Special Issue on “Inclusion in Educational Settings with the Support of Artificial Intelligence”, aiming to explore innovative AI applications in promoting inclusive educational environments and addressing diverse learning needs. We welcome research contributions, experiences, and systematic reviews on the following topics:
- Pedagogical Models for Inclusion: Principles of inclusion, accessibility, and usability in an educational design.
- Assistive Technologies: Role of AI-driven assistive technologies in supporting students with disabilities.
- AI and Personalized Learning: Applications of AI for tailoring educational experiences to individual needs.
- Design for All: Universal design principles in creating inclusive educational environments.
- Disability and Technology Integration: AI applications in supporting students with disabilities in gaming, robotics, and extended reality (AR/VR).
- AI in Teacher Professional Development: Tools and resources to assist educators in creating and managing inclusive classrooms.
- Practical Implementations: Case studies showcasing the successful integration of AI in inclusive education settings.
- Ethical Considerations: Ensuring fairness and equity in AI applications in education.
Prof. Dr. Vincenza Benigno
Dr. Stefano Di Tore
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
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E-inclusion
- social inclusion
- inclusive technology
- assistive technology
- accessibility
- disability and technology
- robotics
- extended reality
- rehabilitation
- teachers’ digital competence
- digital technology
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Planned Papers
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: Interactions between students and AI-based learning systems in inclusive classrooms: A systematic review
Author: Then
Highlights: - Great potential of AI-based learning systems to foster inclusive education
- Students' perceptions when working with AI-systems are of crucial importance
- Article therefore aims to systematically review research on students' perceptions when working with AI in inclusive settings
- Expected findings help to uncover students' perspectives when working with AI in inclusive settings
