This essay argues that Artificial Intelligence (AI), despite its inherent risks and challenges, can be a valuable tool for promoting the educational inclusion of neurodivergent students within Mathematics Education. We contend that by offering customizable adaptive and functional supports, AI has the potential to mitigate specific barriers to learning, communication, and participation, acting as a complementary resource to inclusive pedagogical practices. We theoretically explore this potential by connecting recent literature on AI in education and inclusion with critical reflections from teaching practice in supporting neurodivergent students, using the methodology of self-study of professional practice. We analyze AI’s potential as a functional support and empowerment tool, the barriers to its adoption (cultural resistance, authorship concerns, social representations), and discuss its limits, risks, and implications for a more inclusive Mathematics Education and school culture.