This scoping review seeks to map the landscape of how Artificial Intelligence (AI) is leveraged within educational environments to support students with disabilities and inclusive strategies and experiences. The research question concerns the role and impact of AI across diverse educational settings and, in particular: “How is Artificial Intelligence (AI) being utilized within educational settings to support individuals with disabilities and promote inclusive education?”. The review explores this question under four pivotal dimensions: Educational Context, Disabilities and Special Needs, Artificial Intelligence Technologies, and Inclusivity and Inclusive Practice. Each contributes to a comprehensive understanding of the interdisciplinary nature of this inquiry. To ensure a comprehensive analysis, four major research databases have been used: Scopus, EBSCO, ERIC, and Web of Science (WoS). This robust search strategy enabled us to capture a wide array of relevant literature. The review also addresses ethical considerations essential for the responsible integration of AI in education, such as privacy, accessibility, and bias. By mapping existing research and identifying gaps, this scoping review lays the groundwork for future advancements in AI-driven inclusive educational practices.

This scoping review seeks to map the landscape of how Artificial Intelligence (AI) is leveraged within educational environments to support students with disabilities and inclusive strategies and experiences. The research question concerns the role and impact of AI across diverse educational settings and in particular: “How is Artificial Intelligence (AI) being utilized within educational settings to support individuals with disabilities and promote inclusive education?”. The review explores this question under four pivotal dimensions: Educational Context, Disabilities and Special Needs, Artificial Intelligence Technologies, and Inclusivity and Inclusive Practice. Each contributes to a comprehensive understanding of the interdisciplinary nature of this inquiry. To ensure a comprehensive analysis, four major research databases have been used: Scopus, EBSCO, ERIC, and Web of Science (WoS). This robust search strategy enabled us to capture a wide array of relevant literature. The review also addresses ethical considerations essential for the responsible integration of AI in education, such as privacy, accessibility, and bias. By mapping existing research and identifying gaps, this scoping review lays the groundwork for future advancements in AI-driven inclusive educational practices.

This study aims to investigate how teaching practices in the Italian inclusive education system align with the principles of Universal Design for Learning (UDL), which is aimed at providing access to education for all students, including those with disabilities. In line with Article 2 of the Convention on the Rights of Persons with Disabilities (CRPD), which requires states to promote Universal Design (UD) in all aspects of life, including education, this research examines the extent to which the Italian education system meets this requirement. The study involved teachers who participated in a course on inclusive education. The research was conducted in three phases, including the introduction of UDL, identification of teachers’ perceptions and initial reactions to UDL, compilation of a questionnaire related to UDL checkpoints, and a focus group discussion on teachers’ attitudes towards UDL and the use of information and communication technologies (ICTs) in the classroom. The analysis focused on the first UDL principle, “Provide Multiple Means of Representation,” which emphasizes the need to present information in an accessible way to learners with disabilities. The findings revealed that despite not having previous training on UDL, teachers in the Italian inclusive education system use ICTs in their daily teaching practices to make knowledge accessible, which is in line with the UDL principles. However, the study also highlighted a lack of awareness and reflection on the use of ICTs in teaching, suggesting the need for specific training to enhance inclusive practices. This study contributes to the ongoing dialogue on inclusive education in Italy and highlights the importance of promoting UD principles in education to ensure that all learners, regardless of their abilities, have equal access to education. Furthermore, it underscores the significance of providing adequate training and support to teachers to facilitate inclusive practices and improve learning outcomes for all students.

Generative artificial intelligence (GenAI) is increasingly entering teachers’ professional practices, requiring pedagogical interpretation, critical evaluation, and inclusive instructional design. This paper presents the initial survey phase of the PEPPE-AI project, conceived as a needs-analysis step for designing situated professional development and school-based experimentation within the framework of UD principles. An online regional survey was administered to 978 teachers working across school levels in Sardinia. The 30-item questionnaire examined six dimensions of GenAI use: teacher management, creation of teaching materials, student assessment, student empowerment, attention to diversity, and student motivation. Descriptive findings show that teachers mainly use GenAI to prepare, adapt, and enrich teaching materials, while assessment, inclusive evaluation, and systematic student-centred uses remain less consolidated. The observed patterns suggest training priorities related to output reliability, curriculum alignment, inclusive adaptation, ethical classroom use, and students’ critical AI literacy. The study provides an empirical basis for designing targeted, inclusion-oriented professional development actions within the PEPPE-AI pathway.