Mô hình đồng hành liên ngành trong giáo dục đặc biệt ở kỉ nguyên số: Vai trò của trí tuệ nhân tạo trong một cách tiếp cận khẳng định đa dạng thần kinh

Tóm tắt

This study develops a conceptual model for interdisciplinary accompaniment in special education in the digital era and clarifies the appropriate role of artificial intelligence (AI) within that model. An integrative review and concept analysis were conducted across literature on AI in education, disability, neurodiversity, interdisciplinary collaboration, co-regulation, and child data ethics. The synthesis identifies a five-component cycle: jointly defining learner priorities; collecting minimal, contextualized functional data; using AI to organize data and generate reviewable suggestions; interdisciplinary interpretation and decision-making; and implementation, feedback, and adjustment. AI is positioned as a support for pattern detection and workload reduction rather than an autonomous diagnostic or decision-making authority. The model is governed by learner participation, human oversight, data minimization, explainability, fairness, and accountability. The paper also distinguishes evidence-supported claims from conceptual propositions and outlines conditions for small-scale empirical testing in Vietnam. The model offers a framework for future research; it does not establish effectiveness.