Integration of Artificial Intelligence in the Design, Teaching, and Assessment of ICT Subjects for Students with Special Educational Needs)

Abstract

The article proposes a methodological framework for integrating artificial intelligence (AI) into ICT subjects at pre-university level, focusing on students with special educational needs (SEN), particularly those with hearing impairments and motor difficulties. The approach goes beyond the descriptive level of technology use and treats AI as a pedagogical variable structurally integrated into instructional design, teaching and assessment. The study analyzes operational methods for using AI while maintaining assessment equivalence and pedagogical control and proposes an applied model supported by a case study. The results indicate that AI integration, when strictly regulated pedagogically, functions as a compensatory mechanism for functional limitations without substituting the student’s cognitive activity.
Keywords: artificial intelligence, instructional design, ICT, inclusive education, special educational needs.