Artificial Intelligence for Inclusive Education: A Game Changer or Window Dresser?

Abstract

Since the generative Artificial Intelligence (AI) became publicly available in 2022, attention has centred on its potential for inclusion in education. However, how AI has already started to revolutionise and might further transform inclusive education remains largely speculative. This prompts a crucial question: Is AI a genuine game changer or merely window dressing? Some window dressing can be deceptive. Once inside the shop, you realise that nothing is worth your time or falls within your budget. This is similar to the current hype surrounding AI for inclusive education. The study employed the window dressing metaphor, underpinned by Pinar’s currere theory, to explore AI’s opportunities and challenges for inclusivity. Methodologically, the study involved a narrative review of the global literature focused on the conceptualisation of AI and disability inclusion in education, with implications for South Africa. Both empirical and conceptual studies indicate that generative AI is seen as a potential game changer. However, a critical analysis of these studies revealed they have not sufficiently engaged with or clearly defined how AI might redefine teaching and learning processes in inclusive settings. The article argues that AI will only be a true game changer for inclusivity if its conceptualisation is linked to the mediation processes essential to inclusive education. Therefore, this article presents a situated strategy that generative AI can use to facilitate learning for students with inclusive educational needs. This strategy could genuinely make AI a game changer, and it should be integrated with ongoing efforts to mainstream Information and Communication Technology in education.