Inteligencia artificial como herramienta psicopedagógica para la atención a estudiantes con necesidades educativas especiales.

This study analyzes artificial intelligence as a psycho-pedagogical tool for supporting students with special educational needs (SEN) in a public school in Ecuador. It was conducted using a quantitative approach, with a non-experimental, cross-sectional design and a descriptive-correlational scope. The sample consisted of 125 students from middle school, upper school, and the Unified General Baccalaureate (BGU). Data was collected using a Likert-type questionnaire designed to assess perceptions of the use of artificial intelligence in personalized learning, motivation, and academic performance. The results show a positive assessment of the use of these technologies, highlighting their ability to adapt content, promote participation, and improve student performance. However, challenges related to teacher training and access to technological resources were identified. In conclusion, artificial intelligence represents a key tool for strengthening educational inclusion, provided its implementation is contextualized, ethical, and geared toward the needs of the educational environment.