A Participatory Strategy for AI Ethics in Education and Rehabilitation grounded in the Capability Approach

Participatory design with multiple stakeholders is essential for responsible AI in education: The paper demonstrates through the ARTIS Project case study that involving ethical, educational, clinical, and technological experts—alongside teachers, rehabilitators, and families—in focus groups and collaborative design sessions produces more thoughtful AI implementations than technology-first approaches.

The Capability Approach provides a better ethical framework than traditional functionality metrics: Rather than simply measuring whether AI "works," this theoretical model evaluates whether technology genuinely expands what children with disabilities can do and become, focusing on real human capabilities and inclusion rather than narrow technical effectiveness.

AI in special education requires systemic and ecological thinking, not just technical solutions: The paper emphasizes that AI adoption in inclusive learning environments must consider the broader context—teachers, rehabilitators, families, and institutional structures—rather than treating technology as a standalone intervention.

Ethical considerations must be embedded from the start of AI development, not added later: The authors argue that "research and technological development must be rooted in a strong ethical-theoretical framework," suggesting that ethics should guide design decisions from inception rather than serve as an afterthought to evaluate completed systems.

AI has genuine potential to empower students with disabilities when developed responsibly: The paper affirms that AI-based technologies can "enhance learning experiences, empower students, and support both teachers and rehabilitators" in special education contexts, provided they are grounded in ethical frameworks and participatory processes.