Intelligence for Educational Inclusion: Generative Accessibility Tools for Students with ADHD, Dyslexia, and
DOI:
https://doi.org/10.5281/zenodo.19870958Keywords:
Inclusive Education, Artificial Intelligence, ADHD, Dyslexia, Autism, Universal Design for Learning (UDL).Abstract
This research article addresses the impact of Generative Artificial Intelligence (GAI) as an assistive technology for educational inclusion at the Basic Education level. The problem lies in the operational difficulty faced by teachers in designing individualized
curricular adaptations (Grade 2 and 3) for neurodiverse classrooms, specifically for students with Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, and Autism Spectrum Disorder (ASD). The general objective was to design and methodologically evaluate prompt engineering protocols in large language models (LLMs) to automate the creation of accessible resources. Through an action-research approach and a descriptive design, the generation of social stories, text chunking, and syntactic adjustments were validated. The results show an 85% reduction in the planning time of adapted materials, raising their technical precision. It is concluded that AI transcends administrative automation to become a cognitive equalizer, allowing the teacher to guarantee the right to equitable education without compromising their occupational well-being.
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