Rapid digitisation and the AI boom in recent times in the education sector have exposed systemic accessibility gaps and led to significant changes that have inadvertently advanced the cause of Inclusive Education. The AI-based assistive platforms, real-time translation tools and learning systems reduce cognitive and linguistic barriers and enhance accessibility and engagement of students with special needs in inclusive classrooms (Pagliara et al., Information, 2024). 

The rushed deployment of AI-based educational systems has led to unresolved ethical concerns regarding access, surveillance and learner autonomy. Algorithms' bias may create marginalisation among underrepresented learners as it arises when AI systems favour social and linguistic inequity (Chinta et al., arXiv, 2024). The privacy of data, consent, and surveillance raises concerns about the autonomy and rights of learners, particularly vulnerable groups(Damioli et al., Structural Change and Economic Dynamics, 2025). Moreover, the equity of infrastructure and teacher preparation, as well as the cultural sensitivity of AI systems, remain issues that prevent actual inclusion (Marcos et al., 2024).

In this conceptual article, we critically evaluate AI-assisted inclusive education through the lens of Universal Design for Learning (UDL) and human-centred ethical design principles, and position AI as a tool for empowering both educators and learners. The conclusions of this article can offer practical value to policymakers, educational administrators, and AI developers in implementing AI in education responsibly.