AI-Powered Educational Inclusion: Free Tools for Students with ADHD, Dyslexia, and Autism in Ecuador
DOI:
https://doi.org/10.5281/zenodo.21712927Keywords:
Inclusive Education, Artificial Intelligence, ADHD, Dyslexia, Autism Spectrum Disorder, Universal Design for Learning, Curricular Adaptations, Ecuador.Abstract
nclusive education represents an ethical, legal, and pedagogical mandate within the Ecuadorian educational system. However, regular classroom teachers face severe limitations regarding time, specialized training, and didactic resources to design and implement individualized curricular adaptations (Grades 1, 2, and 3) for students with Specific Educational Needs (SEN) whether associated or not with a disability. In this scenario, the most frequent neurodivergent conditions in General Basic and Secondary Education classrooms —Attention Deficit Hyperactivity Disorder (ADHD), Specific Learning Difficulties such as dyslexia, and Autism Spectrum Disorder (ASD)— are often addressed through fragmented or reactive interventions.
This research paper analyzes how Artificial Intelligence (AI) and free-access digital tools can function as catalysts for Universal Design for Learning (UDL) within the Ecuadorian context. The national regulatory framework (LOEI and its General Regulations) is examined, a curated ecosystem of free AI-powered applications (such as Immersive Reader, Goblin.tools, Whisper/Otter, and text-simplification assistants) is detailed, and an AI-Assisted Curricular Adaptation Matrix is presented. Finally, ethical safeguards, the national digital divide, and personal data protection protocols for neurodivergent minors are thoroughly discussed.
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