Neural Networks and Rules-based Systems used to Find Rational and Scientific Correlations between being Here and Now with Afterlife Conditions
February 17, 2026
Neural Networks and Rules-based Systems used to Find Rational and
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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.
Dr. Flavio de Ligorio Silva. 2026. \u201cGenerative Artificial Intelligence for Educational Inclusion\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 25 (GJHSS Volume 25 Issue G5): .
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Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
The methods for personal identification and authentication are no exception.
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Neural Networks and Rules-based Systems used to Find Rational and
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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.
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