Inclusive education has expanded considerably, yet many of the practices currently in place seem unable to respond to the rapid and often unpredictable fluctuations in attention, cognitive load and emotional regulation that affect neurodivergent learners. These momentary shifts, now well recognized in cognitive psychology, can influence engagement long before any decline in performance is visible. Despite this, support strategies in both formal and non-formal settings tend to remain fixed throughout activities. This article considers the emerging idea of neurodiversity sensitive algorithms, a form of Artificial Intelligence designed to notice short term indicators of cognitive overload and to adjust learning conditions in real time. Drawing on research in neurocognition, learning analytics and inclusive pedagogy, it proposes a conceptual model called the AI CoReg framework. It also explores applications in different educational environments and reflects on the ethical questions that such systems inevitably raise. The argument presented is that real time responsiveness, if approached thoughtfully, has the potential to contribute meaningfully to inclusive practice.
Konstantina Mathioudaki (2026) studied this question.