THE DEVELOPMENT OF ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH AS A SECOND LANGUAGE WITHIN INCLUSIVE EDUCATION

Abstract.  This article examines the growing role of artificial intelligence in teaching English as a second language within the framework of inclusive education, a field devoted to ensuring equitable access to instruction for learners of differing abilities, backgrounds and support needs. It analyzes how adaptive learning systems, assistive technologies and natural language processing tools may be aligned with the principles of Universal Design for Learning in order to accommodate learners with visual, hearing, cognitive and language related differences. Particular attention is given to the tension between the efficiency promised by automated systems and the individualized, relationship centered approach that inclusive pedagogy has traditionally required of the classroom teacher. The article also considers ethical questions surrounding data privacy, algorithmic bias and unequal access to technology among learners with special educational needs. It concludes by proposing a framework in which artificial intelligence functions as a complement to, rather than a substitute for, the professional judgment of teachers working in inclusive classrooms, and by outlining directions for future research grounded in applied linguistics, special education and educational technology.

Keywords: Artificial Intelligence, English as a Second Language, Inclusive Education, Universal Design for Learning, Assistive Technology, Special Educational Needs, Adaptive Learning, Accessibility, Language Pedagogy, Digital Equity.