Rethinking IEP design through AI: towards a dialogic ecology of school inclusion

The integration of generative Artificial Intelligence in the school context represents a paradigm shift in the role of technology in educational design and inclusive processes. This paper explores the potential of a generative chatbot, developed at the “Teaching Learning Centre for Education and Inclusive Technologies – Elisa Frauenfelder Laboratory” (University of Salerno), as a dialogic and dynamic scaffolding tool (Rizzo, Legrenzi, 2025) to support teachers in writing Individualized Educational Plans and adapting inclusive activities. The project is grounded in constructivist and sociocultural theories, viewing AI not as a substitute for human expertise but as a mediational and metacognitive partner that fosters reflection, collaboration, and inclusivity. Built on a Retrieval-Augmented Generation (RAG) architecture, the chatbot enables personalized interaction, transparency, and user feedback. The research follows a mixed-methods design including prototype testing, implementation with future support teachers, and pilot classroom studies. The study argues that the educational value of AI lies not on automation but in its ethical and dialogic integration. By promoting explainability and co-design, teachers and students may understand, adapt, and humanize AI, transforming it into a space for collective learning and inclusive innovation.