ARTIFICIAL INTELLIGENCE AS A TOOL FOR DEVELOPING AND IMPLEMENTING INDIVIDUAL DEVELOPMENT PROGRAMS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The study presents a systematic vision of the potential of artificial intelligence (AI) technologies in the sphere of development and implementation of individual development programs (IDPs) for children with special educational needs (SEN) in the conditions of inclusive education. The functional capacities of intelligent systems as tools for analytical support, personalized educational interventions, coordination of team interaction, and assistance in pedagogical decision-making are highlighted. The research discovers an original concept of phased AI integration into the IDP cycle, encompassing diagnosis, planning, content adaptation, monitoring of learning outcomes, and their analytical interpretation. Two pedagogical models are formulated: a procedural model, which details the logic of AI functioning at various phases of IDP implementation, and a role-based model, which highlights the interaction between algorithmic and human decision-making, with a clear delineation of responsibilities. Such specific AI functions as analytical, generative, adaptive, diagnostic-monitoring, and coordination ones are distinguished in the context of inclusive support. The study systematizes practical examples of intelligent solutions in individualized learning, including the use of chatbots, curriculum generators, speech feedback tools, and learning analytics systems. The results can be applied to the enhancement of digital solutions for inclusive educational environments, the development of methodological recommendations for educators, the renewal of teacher training programs, and the implementation of innovative approaches to interdisciplinary collaboration in inclusive settings. The proposed models can be adapted into decision-support systems within educational digital ecosystems.