Who does what, and in what order
This isn't a product that "uses AI." It's a method with defined roles, where AI translates — it doesn't decide.
The student's profile is the primary tool
Everything starts here — not with the subject or the content. The professional builds a profile with its own structure: diagnosis (if there is one), observed barriers, specific difficulties, schooling and psychosocial support. The diagnosis is a reference, not a mandatory starting point — the profile works just as fully with or without one defined.
DataAdaptation is decided by observed barrier, not by the diagnostic label: two students with the same diagnosis can face different barriers. Convention on the Rights of Persons with Disabilities — UN, 2006
The teacher gets an executive translation, not a clinical report
She doesn't need to interpret a diagnosis or decide which exercise format fits — the professional already defined that in the profile, so there's no room to pick something that ends up being disruptive for that student. She only provides the content (text, PDF, Classroom link), the subject, and can specify the material type — exam, homework, reading, assignment — plus any specific note for that class.
DataAn individual, persistent profile is the basis of any real support plan, not a generic template reused for everyone. CFE Resolution 311/16 (Argentina) — Individual Pedagogical Project
FAE decides how to adapt — not the AI improvising
FAE (School Adaptation Formats) is Incluia's own catalog: each barrier is translated into a concrete format, with explicit rules and a validation criterion, not a spur-of-the-moment call. It's the same method, whether for a reading document or a touch-based activity.
DataThe same content can support multiple forms of representation without losing its curricular content. Universal Design for Learning (UDL) — CAST, 2018
AI translates in minutes — and its work gets reviewed twice
The system applies the FAE method the professional defined for that student and translates the content in minutes, backed by real scientific foundations and fully cited reference sources. But the AI doesn't decide alone or run unchecked: first, it can only use the exercise formats the professional enabled for that student — nothing outside of that. Then, every adaptation goes through two automatic checks: one verifies the content — that the answers are correct, that nothing from the original is missing and that the material isn't cut off — and, if it finds an error, fixes it before delivery; the other checks that the method was followed. If a content error remains unresolved, delivery is held until it's fixed.
DataSegmenting and simplifying text, with short sentences and clear vocabulary, improves reading comprehension — and that's exactly what each check verifies. British Dyslexia Association — Style Guide
Delivery gets recorded, not lost along the way
The material reaches the student through whichever channel you use — Google Classroom, Drive, email, or on paper — and every adaptation stays indexed: for which student, with which method, and with what outcome. Tracking the real outcome is part of the process, not an optional step that gets skipped.
Three levels. One outranks the other two.
It's not that the AI "knows education" and decides on its own. There's a strict hierarchy, and the professional is always on top.
What the professional indicated for this student
Strategies that work, what to avoid, specific goals. This is written with a real person in mind, not a diagnostic category — and it always has the final word.
Diagnosis and specific literature
The literature and evidence associated with the student's condition — the framework within which the professional gave their indications.
General pedagogical framework of the system
General accessibility principles. Used only when nothing more specific applies — they never replace a specific indication.
That's why two students with the same diagnosis can receive completely different adaptations — because what changes the outcome isn't the label, it's what the professional defined for each one.
Same diagnosis, different outcome
A real example of how the professional's guidance changes everything, even with the same underlying condition.
A format is a rule-based transformation, not improvisation
FAE is a catalog of adaptation formats: each one is a clear recipe for reducing a specific learning barrier, preserving the objective of the class and leaving an observable trace. Instead of "adapting by feel," every adaptation follows a format with explicit rules, validation and traceability.
Decided by the barrier, not the diagnosis
"An adaptation transforms access, presentation, instructions, production or assessment to reduce a specific barrier, preserving the pedagogical objective to the greatest extent possible, and recording observable evidence."
That definition holds the method's three commitments: focus on the barrier, respect for the curricular objective, and measurable evidence. If an adaptation doesn't meet all three, FAE doesn't consider it a valid adaptation.
Two students with the same diagnosis can face different barriers, and the same barrier can show up across very different profiles — that's why FAE starts from the observed barrier, leaving the diagnosis only as a reference. Deciding this way also carries a privacy benefit: the AI works with the barrier and the access strategies, without ever needing the diagnostic label or the student's name. How we protect data →
Barriers the method addresses
The 13 formats
Each format resolves a set of barriers, with its own required rules and validation criteria. The system suggests the right format based on the barriers the professional marks.
Structured easy-read
Turn complex text into clear, concrete, understandable units without losing the conceptual core.
- One idea per sentence.
- Concrete, everyday vocabulary.
- Short sentences.
- Explain difficult terms on the spot.
- Avoid irony, metaphors and double meanings.
- Keep the logical order of the content.
- Don't make the content childish.
Dyslexia-friendly
Reduce visual fatigue and decoding load while keeping the content and cognitive challenge whenever possible.
- Don't justify the text.
- Don't use sustained capital letters.
- Generous line spacing.
- Short paragraphs.
- Moderate bold on key words.
- Step-by-step instructions.
Step-by-step structure for autism
Make the task, its sequence, its start, its end and the expected response fully explicit.
- Literal language.
- A single action per step.
- Announce the duration or quantity in advance.
- Include a worked example.
- A visible end (when the task is finished).
Progressive scaffolding
Grade support so the student moves from a guided response toward independent production.
- Keep the same objective at every level.
- Define clear levels of support.
- Withdraw supports gradually.
- Record the level of autonomy reached.
Visual organizer
Turn information into visible relationships: sequence, comparison, cause/effect, hierarchy or classification.
- Choose the organizer according to the objective.
- Use clear labels.
- Limit the number of categories.
- Keep the semantic relationship correct.
Equivalent adapted assessment
Allow the student to demonstrate learning through another path, without unjustifiably altering the curricular objective.
- State what is being adapted.
- Preserve the objective where appropriate.
- Set an observable criterion.
- Avoid giving an undue advantage.
Alternative response
Allow the student to demonstrate comprehension without depending on a single expressive modality.
- Define what evidence is valid.
- Align the modality with the objective.
- Don't replace thinking with guessing.
Multimodal activity
Offer multiple ways to access the content: text, image, audio, hands-on manipulation, example and practice.
- Each modality must contribute to the objective.
- Don't duplicate information in a confusing way.
- Offer a controlled choice.
Regulation and anticipation
Reduce the emotional, sensory or uncertainty barriers that block access to the task.
- Announce the start and the end.
- Include an option to pause.
- Make explicit how to ask for help.
- Break the demand into parts.
Concrete, graded mathematics
Represent mathematical concepts with concrete, visual supports and explicit steps — follows the Concrete→Representational→Abstract sequence (CRA), an evidence-based practice for learning disabilities, intellectual disability and autism.
- Use concrete quantities.
- Break the procedure into steps.
- Show an example.
- Align the numbers.
- Include a check.
Guided reading comprehension
Support reading with purpose, vocabulary, prediction, and graded literal and inferential questions.
- Activate prior knowledge.
- Highlight key vocabulary.
- Break the text into fragments.
- Questions graded by level (from literal to inferential).
- Close with the main idea.
Guided written production
Reduce the text-planning barrier and enable organized written production.
- Separate planning from writing.
- Offer a structure.
- Reduce copying.
- Assess content separately from form where appropriate.
Motor Touch — Assisted Reading (alpha)
Reduce motor, visual, communication and interaction barriers for a student with significant motor impairment who accesses content by direct touch selection (tablet mounted to a postural chair), without assuming intellectual difficulty or lowering the conceptual level.
- Base font size between 22 and 28px, headings between 30 and 36px, line spacing between 1.5 and 1.7.
- Paragraphs of 2 to 4 lines at most; split any long text into blocks or screens.
- Include a short opening summary.
- Clear vocabulary; explain difficult terms on the spot, without making it childish.
- Don't lower the conceptual level unless necessary.
- Answers are given with a single tap: no dragging, no swiping, no double tap, no long press.
- At most 4 options per screen (ideally 2 to 3 if motor precision is low).
- Every answer requires explicit confirmation and can be changed before submitting.
- No time limits.
- Comprehension questions by selection, not by extended writing.
A framework of our own, not an imposed standard
FAE is how Incluia names its method. It isn't an official standard, and we don't claim it as an international one. We name it so we can speak precisely about what we do: when inside Incluia we say "FAE-03 was applied," everyone — system, teacher and professional — knows exactly what transformation was made and why.
The method doesn't invent pedagogy: it synthesizes and operationalizes recognized practice — Universal Design for Learning, easy-read, scaffolding, equivalent assessment — into actionable, auditable formats. Incluia's value isn't "owning" a term; it's making executable, consistent and measurable what today depends on each professional's individual effort and time.
If you want the academic detail
This page explains the full model in plain language. The foundations — regulations, cited frameworks, evidence by diagnosis — are in the technical document.