NEURODIVERSITY IN THE AGE OF GENERATIVE AI: PEDAGOGICAL CHALLENGES, INCLUSION AND ETHICAL IMPLICATIONS

Abstract

The growing presence of Generative Artificial Intelligence in educational contexts has intensified discussions about inclusion, personalization of learning, and the recognition of cognitive diversity. At the same time, these technological advances raise important pedagogical and ethical questions regarding accessibility, equity, data privacy, algorithmic bias, and the role of teachers in increasingly digital learning environments. This chapter aims to reflect on the relationship between neurodiversity and Generative Artificial Intelligence, analyzing both the opportunities and challenges associated with the use of intelligent technologies in educational settings. Methodologically, the study is based on a qualitative bibliographic approach, drawing on scientific literature related to neurodiversity, inclusive education, educational technologies, Artificial Intelligence, and teacher mediation. The discussion highlights that Generative AI may contribute to personalized learning experiences and support students with diverse cognitive profiles, provided that its implementation is guided by ethical principles and inclusive pedagogical practices. The findings indicate that technology alone cannot guarantee inclusion; rather, meaningful educational transformation depends on human mediation, critical reflection, and institutional commitment to diversity. The chapter concludes that the educational potential of Generative AI lies not in replacing teachers, but in strengthening pedagogical practices capable of promoting participation, belonging, and equitable learning opportunities for all students.