This session examines how schools can address difference in the classroom through international evidence and debates on inclusive education. Participants will explore adaptive teaching, differentiation, mastery learning, direct instruction, and Universal Design for Learning, considering research and global examples of adoption. Case studies will highlight effective classroom practice, leadership for whole-school inclusion, professional development, collaboration with external partners, and the use of assistive and AI technologies. The session also emphasizes culturally responsive pedagogy. Outcomes include understanding inclusive frameworks, sustaining adaptive curriculum planning, and promoting high expectations for all learners across cognitive, physical, cultural, and language domains.

This session explores how school leaders can drive inclusive change through international leadership models, case studies, and collaborative practices. Participants will examine frameworks such as the Index of Inclusion, Universal Approaches, and Communities of Practice, reflecting on school culture, values, and system constraints. The session highlights collaboration with families, stakeholders, and specialist settings, while leveraging AIED, technology, and data for improvement. Leaders will also engage with global practices supporting teacher professional learning. Outcomes include identifying enablers for change, supporting adaptive teaching, and fostering inclusive school cultures with high expectations and pathways for all learners.

This session examines international perspectives on using technology to support the effective inclusion of autistic children and young people in mainstream classrooms. Participants will explore the balance between adapting whole-class environments and tailoring individual interventions, with a focus on the biopsychosocial model of difference and neurodiversity perspectives. Case studies will highlight tools such as haptic technologies, social skills apps, emotional regulation platforms, assistive and communicative technologies, AI, robotics, and virtual/augmented reality. Using Universal Design for Learning and UNESCO-inspired frameworks, participants will critically assess opportunities and risks, developing strategies to make informed, impactful, and contextually relevant decisions about technology adoption.

This session explores how advances in AI for Education (AIED), particularly Large Language Models, are transforming support for students with special educational needs (SEN). Participants will critically examine innovations in literacy support, text analytics, and next-generation classroom analysis, considering both opportunities and risks. Drawing on case studies from London, Cambridge, and Brazil, alongside UNESCO’s Human-Centred AI framework, the session highlights how technology can augment—not replace—the teacher’s role. Key themes include personalisation, culturally responsive practice, and effective use of emerging tools. Participants will gain practical insights and strategies to assess, adapt, and apply AIED solutions to their own school contexts.