Author(s)

Xing Yin, ZeYuan Du, Bing Wang^*

Affiliation(s)

Academy of Mathematical Sciences, Nanjing Normal University of Special Education, Nanjing 210000, Jiangsu, China.

Corresponding Author

Bing Wang

ABSTRACT

In the context of the increasing involvement of artificial intelligence in the education system, the field of special education is facing unprecedented changes and challenges. This article is based on an interdisciplinary perspective of philosophy of technology, educational ethics, and mathematical modeling, exploring the ontological reconstruction, cognitive paradigm shift, and ethical response mechanism triggered by the embedding of artificial intelligence technology in special education. By analyzing the perceptual structural alienation and emergence of "ubiquitous differences" caused by AI empowering special groups, this paper proposes the concept model of "inclusiveness field" to reveal the generation mechanism of differential experiences between humans after technology embedding. The article further applies the framework of intergenerational justice and care ethics to consider how to construct an educational ethical structure with social inclusiveness. Finally, based on topology and field theory methods, an attempt is made to construct a social inclusion function in special education, in order to achieve a computable expression of the tripartite relationship of "technology ethics subject". This article aims to provide philosophical clarity, ethical norms, and innovative models for special education in the era of artificial intelligence, promoting deep synergy between educational equity and human dignity.

KEYWORDS

Artificial intelligence; Special education; Ethical modeling; Inclusiveness field; Intergenerational justice

CITE THIS PAPER

Xing Yin, ZeYuan Du, Bing Wang. The ontological basis and ethical response analysis of artificial intelligence intervention in special education. World Journal of Educational Studies. 2025, 3(3): 48-55. DOI: https://doi.org/10.61784/wjes3057.

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