Experience, Learning and AI For an Inclusive School Model

The relationship between AI and Education in the next future will be one of the central issues of teaching in the contemporary school organization. It is necessary, then, that AI be carefully analyzed in an epistemological perspective and considered a didactic device to understand the learning's improvement of each student in the classroom and in the rela-tionship with the family and society. In this particular situation the flipped classroom didactic experience has been an important aspect to define the quality of the contemporary school. The didactic technologies, if they are correctly used, could improve the basic and advanced competences of each student. In this way the most talented students could develop mean-ingful performances to improve the quality of their learning, in particular if these students can achieve an equilibrium between the competences and the knowledges. In particular, the students with the specific learning disorders could have advantages by the use of didactic technologies to limit their learning deficiencies. In another sense the didactic technology can assist (assistive technologies) the possible empowerment of the competences of the students with disabilities to compensate for limitations of disabilities. For this reason, the inclusive school, based on the principle that the organization of didactics must develop the embedded powers of each student from “the best in the classroom until the disabled student”, must clarify the meaning of a hybrid didactics, which considers the traditional compete