AI FOR INCLUSIVE ART EDUCATION FOR DIFFERENTLY ABLED LEARNERS
DOI:
https://doi.org/10.29121/shodhkosh.v6.i3s.2025.6793Keywords:
Artificial Intelligence, Inclusive Education, Art Education, Differently Abled Learners, Universal Design for Learning (UDL), Adaptive LearningAbstract [English]
This paper examines the change potential within Artificial Intelligence (AI) in supporting the inclusion of the differently abled in learning art. As a form of expression, art is very vital in the development of creativity, emotional intelligence, and communication skills. The standard systems of art education do not however support the diversity of needs of students with physical, sensory or cognitive disabilities. Through the use of AI technologies, e.g., Image-to-audio conversion, gesture recognition, speech-to-text, and others, educators could design adaptive, accessible, and personal learning experiences. This study is based on the principles of Universal Design of Learning (UDL) and constructivist theories to explore the role of AI-driven tools in promoting participation and self-expression as well as engagement of learners with disabilities. The research clearly uses a mixed-method design, which involves both qualitative data gained in the process of interviews and observations and quantitative data analysis on the level of performance and engagement of learners. It also looks at such issues as accessibility, affordability, data privacy, as well as ethical issues in implementing AI technologies in education. The anticipated results are that there would be better inclusivity, increased learner autonomy, and equal access to art learning materials. Finally, the study will seek to show how AI can serve as an agent of social innovation, last, but not least: to fill in the gaps in educational equity and allow learners with disabilities to take part in creative processes to their full extent.
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Copyright (c) 2025 Mohd Faisal, Piyush Pal, Ms. Babitha B S, Himanshu Makhija, Kalpana Munjal, Abhinav Mishra, Vishal Ambhore
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