Hybridizing knowledge, technologies, and relationships: OWG and inclusive co-design in the age of Artificial Intelligence

This contribution aims to explore educational co-design as an essential method- ology for building life plans for students with disabilities and, more generally, for creating inclusive school environments. It aims to highlight the importance of training the members of the Operational Working Group for Inclusion (OWG), which must take an active role in shared planning, acting as a reflective and generative device for inclusive processes. With a view to hybridization between different disciplinary areas, the intervention focuses on the dialogue between special pedagogy and the sciences of education and training on the one hand, and technologies on the other, to promote educational alliances involving families, school professionals, and members of local communities. Educational technologies and ar- tificial intelligence, when critically integrated into co-design processes, can foster active par- ticipation and cooperation among OWG members, fostering shared educational responsi- bility. The use of digital tools (such as Google Workspace and Padlet), augmentative and al- ternative communication platforms (e.g., Mind Express and Symwriter), and educational ar- tificial intelligence systems (such as adaptive tutors or chatbots) helps to renew educational relationships and develop transmedia skills within the OWG. This calls for reflection on how the OWG can be reorganized as a generative space of collective responsibility, moving be- yond the concept of simple bureaucratic compliance. In this context, digital technologies and artificial intelligence can become an integral part of a knowledge ecology capable of navigating complexity and supporting a democratic and authentically inclusive school.