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<p>This paper explores how AI-supported applications can foster inclusive learning for students with special educational needs. Following a&#xa0;Design Science Research approach, it combines theoretical frameworks with conceptual design work and qualitative expert insights. The study develops design principles for seven areas of special educational support, illustrated through an exemplary classroom scenario. Findings indicate that AI can effectively assist teachers in structuring, differentiating, and providing feedback, yet cannot replace pedagogical relationships. The approach proves particularly beneficial in more homogeneous groups with cognitive or motor needs, while heterogeneous settings still rely on strong personal interaction. Structure, stability, individualization, and social integration emerge as key success factors for inclusive learning environments. The scenario illustrates the potential of AI under ideal conditions but also highlights that full implementation in everyday school practice remains difficult to achieve. The paper thus provides a&#xa0;theoretically grounded and practice-oriented framework for developing inclusive AI solutions in education.</p>

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Potentiale der Inklusion in der Schule mithilfe von KI

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月11日

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  • Imo Langwagen,
  • Marvin Menke,
  • Mattis Thörner,
  • Quynh Tran,
  • Adrian Zeqiri

摘要

This paper explores how AI-supported applications can foster inclusive learning for students with special educational needs. Following a Design Science Research approach, it combines theoretical frameworks with conceptual design work and qualitative expert insights. The study develops design principles for seven areas of special educational support, illustrated through an exemplary classroom scenario. Findings indicate that AI can effectively assist teachers in structuring, differentiating, and providing feedback, yet cannot replace pedagogical relationships. The approach proves particularly beneficial in more homogeneous groups with cognitive or motor needs, while heterogeneous settings still rely on strong personal interaction. Structure, stability, individualization, and social integration emerge as key success factors for inclusive learning environments. The scenario illustrates the potential of AI under ideal conditions but also highlights that full implementation in everyday school practice remains difficult to achieve. The paper thus provides a theoretically grounded and practice-oriented framework for developing inclusive AI solutions in education.