ARTIFICIAL INTELLIGENCE AND SCHOOL INCLUSION: THE USE OF CHATGPT AS SUPPORT FOR PERSONALIZED TEACHING

Abstract

The growing presence of Artificial Intelligence in education has led to significant transformations in pedagogical practices, particularly regarding personalized learning and school inclusion. In this context, generative AI tools such as ChatGPT are increasingly incorporated into teaching practices as support for developing more flexible and adaptive instructional strategies. This chapter aims to analyze the use of ChatGPT as a supporting tool for teachers in the development of pedagogical practices focused on personalized teaching for students in inclusive education contexts. The discussion is grounded in theoretical frameworks that articulate education, technology, and language, with emphasis on recent studies on Artificial Intelligence, digital literacy, and ethics in education. Methodologically, the text adopts a qualitative and theoretical-reflective approach, engaging with contemporary academic works and possible classroom applications. Throughout the chapter, the potential of ChatGPT is explored in terms of content adaptation, diversification of activities, and support for pedagogical mediation, as well as its limitations, particularly regarding technological dependence, reliability of responses, and ethical implications. It is concluded that, although Artificial Intelligence represents a promising tool for personalized education, its use must be grounded in critical and intentional teaching practices, ensuring that technology serves as support rather than a substitute for pedagogical work.