Artificial Intelligence, Accessibility and Inclusion

This chapter explores the relationship between inclusion, accessibility and artificial intelligence, arguing that accessibility should be understood not as a compensatory measure for specific groups, but as a universal condition for participation, autonomy and quality of life. Starting from the principles of the UN Convention on the Rights of Persons with Disabilities, the chapter examines how inclusive societies are built through community participation, meaningful relationships, personalised support and self-determination. It then discusses the potential of generative AI as a form of “accessible intelligence”, capable of transforming knowledge into multiple formats, languages and levels of complexity, thereby supporting accessibility and didactic differentiation. Particular attention is given to personalised learning and differentiated instruction, showing how AI can assist teachers in adapting content, processes and products to learners’ diverse needs. At the same time, the chapter critically addresses the risks of AI, including digital inequalities, accessibility gaps and the danger of widening existing divides. The conclusion frames inclusion as a generative principle: designing for persons with disabilities means creating better physical, social and digital environments for everyone.