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From consultation to co-design in inclusive education: Lived experience and AI

Response to SEND Reform: putting children and young people first

Executive Summary

The growing use of artificial intelligence in education brings important opportunities but also risks reinforcing existing inequalities if it is not shaped by those it is intended to support. Drawing on research into inclusive education, the authors highlight the importance of centring the lived experiences of disabled children, alongside the role of co‑design in creating more effective and equitable systems.

The authors put forward the following recommendations:

1. Prioritise lived experience in research funding and decision‑making to ensure disabled children’s voices shape policy and practice.
2. Embed co‑design approaches, recognising disabled children as equal partners in developing support and provision.
3. Broaden definitions of evidence to include qualitative, participatory, and lived experience research.
4. Ensure AI is developed and used collaboratively, supporting inclusive practices beyond teacher‑led models.
5. Reform training and support systems to equip educators to work with AI and participatory methods in inclusive settings.

The response emphasises that meaningful inclusion requires moving beyond consultation towards genuine collaboration, ensuring that AI and education systems are designed with, not just for, disabled learners.