Artificial Intelligence and Augmented Reality for Optimized Sensory Development in Preschool Children With Autism Disorders

Inclusive education in preschool is a fundamental requirement in education systems, especially for children with autism disorders (ETSA), who often have sensory peculiarities and difficulties in social interactions, requiring adapted and innovative pedagogical approaches. Artificial intelligence (AI) and augmented reality (AR) would offer immersive and interactive environments, capable of meeting the individual needs of children regardless of their skills, by simulating social situations, modulating sensory stimuli, and providing real-time feedback. This study adopts a mixed approach (questionnaire, observations in inclusive classrooms and interviews with educators), to analyze the impact of these technologies on sensory development and the inclusion of ETSAs in preschool education. It identifies the opportunities and limits of their integration into Moroccan preschool pedagogical practices, and proposes concrete avenues for educational development for a more effective inclusion through digital technology.