Building Bridges: Social Policies and Schools for Genuine Inclusion

Inclusive social policies and individualized educational programs are fundamental in improving the quality of life for individuals on the autism spectrum. These policies determine the development of services, interventions and benefits for citizens and in particular for people with fragility. This allows everyone to receive the support needed to develop their skills, participate actively in society and achieve a fulfilling life. Augmentative and Alternative Communication (AAC) is a communicative and interactional approach that through devices, symbols and specific strategies allows us to overcome communication barriers and, consequently, promote social integration. Associated with this approach, artificial intelligence also has a fundamental role in supporting people with autism, because it allows the improvement of processes usually carried out in an analogical way. The study analyzes the relationship between AAC tools boosted with AI and the use of these technologies in the educational context. The results are promising not only for people with autism, but for the entire student population because they allow for more personalized and individualized educational paths. Using official statistical data, the research analyzes how communication assistants and new technologies enhance autonomy, communication skills and social participation for students with autism. The integrated analysis of secondary data highlights the importance of a multidisciplinary and coordinated approach that combines the use of digital in educational contexts, mediated by the role of well-trained teachers. This integrated approach is crucial for providing comprehensive and effective support to autistic individuals while promoting a culture of inclusion, respect and equity. Social sustainability in this context ensures that inclusive practices not only benefit the current generation but also lay the groundwork for long-lasting social acceptance and support systems for individuals with autism and other fragilities. Obviously, this work also proposes a collection of negative aspects, linked for example to algorithmic biases, digital inequalities and the devaluation of the role of the teacher. This study aims to represent a first step toward a comprehensive and multidisciplinary analysis of the use of AI associated with AAC within the school context. It is also hoped that it can be a starting point for a more in-depth analysis.