What happens when future teachers are asked to represent autism through metaphors and AI‐generated images? This article presents an exploratoryeducational activity aimed at activating critical and reflective processes about inclusive education, using generative AI as a dialogic tool. Through amulti‐phase path, students were guided to question the images, both internal and external, of autism, turning the encounter with AI into a momentof deconstruction and reimagination. The aggregate analysis of the students’ work revealed recurring dimensions and areas of critical reflection, offeringinsights into the role of imagery in inclusive teacher education
Cosa succede quando ai futuri insegnanti viene chiesto di rappresentare l'autismo attraverso metafore e immagini generate dall'IA? Questo articolopresenta un'attività didattica esplorativa volta ad attivare processi critici e riflessivi sull'educazione inclusiva, utilizzando l'IA generativa come strumentodialogico. Attraverso un percorso a più fasi, gli studenti sono stati guidati a mettere in discussione le immagini, interne ed esterne, dell'autismo, tras‐formando l'incontro con l'IA in un momento di decostruzione e reimmaginazione. L'analisi aggregata del lavoro degli studenti ha rivelato dimensioniricorrenti e aree di riflessione critica, offrendo spunti di riflessione sul ruolo dell'immaginario nella formazione inclusiva degli insegnanti.
Seeing Inclusion. Thinking Inclusion.Artificial Intelligence as an Educational Tool to Reframe Representations of Disability
Daniela Manno
2025-01-01
Abstract
What happens when future teachers are asked to represent autism through metaphors and AI‐generated images? This article presents an exploratoryeducational activity aimed at activating critical and reflective processes about inclusive education, using generative AI as a dialogic tool. Through amulti‐phase path, students were guided to question the images, both internal and external, of autism, turning the encounter with AI into a momentof deconstruction and reimagination. The aggregate analysis of the students’ work revealed recurring dimensions and areas of critical reflection, offeringinsights into the role of imagery in inclusive teacher educationI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.