Generative artificial intelligence as a co-pilot in universal design for learning: automation ofcurricular adaptation in inclusive education
Generative artificial intelligence as a co-pilot in universal design for learning: automation of curricular adaptation in inclusive education
DOI:
https://doi.org/10.51473/rcmos.v1i1.2026.2230Keywords:
Teaching Practice, UDL, School InclusionAbstract
The daily routine of teachers regarding school inclusion is marked by significant challenges, especially amid the complexities of Middle School. This article discusses the role of Generative Artificial Intelligence (AI) not as a replacement, but as a co-pilot for teachers in implementing Universal Design for Learning (UDL). The objective is to present practical solutions for pedagogical overload, using AI to automate curricular adaptations that teachers often struggle to complete due to time constraints or a lack of tools. Through an analysis of teaching practices in Brazilian schools, the study demonstrates that this technology can be the key to removing pedagogical barriers and transforming planning into a more agile and accessible process. Ultimately, it is proposed that the conscious use of these digital tools offers the necessary support for teachers to effectively embrace diversity in the classroom, ensuring every student's right to learn.
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Copyright (c) 2026 Jonas de Sousa Leitão, Laura de Oliveira, Francisco de Assis Costa e Silva , Nalva Pimentel Silva, Cristiano do Nascimento Siqueira (Autor)
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