用参与式设计让AI更公平地支持特殊需求儿童学习
A Participatory Strategy for AI Ethics in Education and Rehabilitation grounded in the Capability Approach
- 联合多方用户共建AI教育工具，确保技术贴合真实需求
- 基于能力理论框架，提升AI在特殊教育中的适切性与有效性
- 适合教育科技研发者、特殊教育从业者参考
基于人工智能的技术在促进特殊教育需求儿童的包容性教育和临床康复方面具有巨大潜力。它们可改善学习体验、赋能学生，并支持教师与康复师。然而，其应用面临系统性生态挑战，需伦理考量与参与式研究。因此，研究与技术开发必须建立在坚实的伦理-理论框架之上。能力理论（Capability Approach）作为残疾、人类脆弱性与包容性的理论模型，为包容性学习环境中的功能、效能与技术适切性提供了更相关的视角。本文提出一种参与式研究策略，通过艺术项目（ARTIS Project）案例展开，该计划开发了支持文本理解困难儿童的AI增强界面。研究整合伦理、教育、临床与技术专长，通过焦点小组与协同设计会议，推动面向儿童学习环境的AI技术的设计与实施。我们认为，这种整体性方法有助于弥合技术创新与伦理责任之间的鸿沟。
原文摘要 · Abstract (English)
AI-based technologies have significant potential to enhance inclusive education and clinical-rehabilitative contexts for children with Special Educational Needs and Disabilities. AI can enhance learning experiences, empower students, and support both teachers and rehabilitators. However, their usage presents challenges that require a systemic-ecological vision, ethical considerations, and participatory research. Therefore, research and technological development must be rooted in a strong ethical-theoretical framework. The Capability Approach - a theoretical model of disability, human vulnerability, and inclusion - offers a more relevant perspective on functionality, effectiveness, and technological adequacy in inclusive learning environments. In this paper, we propose a participatory research strategy with different stakeholders through a case study on the ARTIS Project, which develops an AI-enriched interface to support children with text comprehension difficulties. Our research strategy integrates ethical, educational, clinical, and technological expertise in designing and implementing AI-based technologies for children's learning environments through focus groups and collaborative design sessions. We believe that this holistic approach to AI adoption in education can help bridge the gap between technological innovation and ethical responsibility.
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