We don't replace the professional. We translate.
"Incluia doesn't replace the professional or the teacher. It translates what the teacher gives in class into the student's material, modulated by what the professional indicates for their patient. Across every subject, every area and every diagnosis."
The method splits three roles that the system does not mix or replace:
- The teacher provides the content: what is taught (the text, the instructions, the topic).
- The professional provides the pedagogical and clinical guidance: how that content should reach this student.
- The artificial intelligence only translates and formats. It doesn't decide pedagogy on its own.
The professional's guidance is unquestionable: in any conflict, it prevails over the system's general knowledge.
What kind of adaptations we produce
Literature and regulation distinguish two types of curricular adaptation. The difference defines the product's scope and responsibility.
| Type | What it modifies | Who decides it |
|---|---|---|
| Access-based (non-significant) |
The how content is accessed: language, format, structure, scaffolding. Doesn't touch objectives or content. | Systematized: this is the core of what Incluia generates automatically. |
| Significant (curricular) |
The objectives, content or criteria. Summarizing, synthesizing or trimming falls here. | Only the professional team. Documented in the PPI. |
By default, Incluia produces access-based adaptations. When an adaptation modifies content (summarizing, synthesizing, key points), it happens only because the professional explicitly chose it through the material's treatment mode. The system never crosses that line on its own.
The legal backing
Current regulation makes adaptations mandatory and gives them shape. It's the most solid, citable foundation.
CFE Resolution 311/16 Regulation
Argentina's Federal Education Council. Establishes the Pedagogical Project for Inclusion (PPI) and support configurations.
Incluia operationalizes the PPI's support configurations.
Convention on the Rights of PwD Regulation
Constitutional standing in Argentina (Law 26,378). Concepts of reasonable accommodation and learning barriers.
The rights framework that gives meaning to every adaptation.
The how, grounded
Universal Design for Learning (UDL) Framework
International reference framework (CAST). Three principles present in every adaptation:
- Representation — multiple ways of presenting information.
- Action and expression — multiple ways of demonstrating what was learned.
- Engagement — multiple ways of motivating (student interests, clear goals).
Scaffolding (Vygotsky) Framework
Zone of Proximal Development. Underpins graded support: hints, sentence starters, word banks, fading support.
Bloom's Taxonomy Framework
Grading of questions: from the concrete (who?, what?) to the elaborate (why?, how does it relate?).
Strategies by diagnosis Professional consensus
Specific strategies (short sentences for autism, short paragraphs for dyslexia, visual content for hearing loss…) are professional-consensus best practices. They are always applied as a baseline and cited as such.
What we rely on for each profile
For each diagnosis we apply grounded access strategies. We honestly indicate the level of support: Solid evidence (studies or reviews), Moderate evidence (partial support), Consensus (good professional practice) and Access (required by regulation/accessibility). None of these replace the professional's decision.
ASD — Autism Spectrum Disorder Solid evidence
What we apply: explicit structure and sequence, anticipation, a worked example, literal language, visual supports, one instruction per step, a visible close.
Why: structured teaching and visual supports are among the evidence-based practices for autism; they reduce uncertainty and support executive function and communication. Literal language responds to the well-documented difficulty with figurative language.
Steinbrenner et al. (2020), Evidence-Based Practices for Autism (NCAEP, Univ. of North Carolina) · TEACCH model (UNC) · APA, DSM-5 (2013).
Dyslexia Solid evidence
What we apply: wide letter and line spacing, short paragraphs, left alignment, bold key words, less copying, an audio/assisted-reading option.
Why: increased letter spacing improves reading speed and accuracy in children with dyslexia; audio access reduces decoding load without lowering the content.
Zorzi et al. (2012), Extra-large letter spacing improves reading in dyslexia, PNAS · British Dyslexia Association, Dyslexia Friendly Style Guide · Vellutino et al. (2004). Note: "dyslexia-friendly" typefaces have weak evidence; we prioritize spacing and structure.
ADHD Moderate evidence
What we apply: broken-down tasks, one action per step, short instructions starting with an action verb, reminders, breaks, fewer visual distractors.
Why: executive function and self-regulation difficulties; breaking the task down and giving clear instructions reduces attentional load and task abandonment.
Barkley — self-regulation and executive function model in ADHD · DuPaul & Stoner, ADHD in the Schools · reviews of academic accommodations (DuPaul et al.).
Intellectual disability Moderate evidence
What we apply: everyday vocabulary, simple sentences, concrete concepts, easy-read text, repeating the concept, visual supports, closed-choice options.
Why: explicit, systematic teaching and linguistic simplification (easy-read) improve access and comprehension.
IFLA, Guidelines for Easy-to-Read Materials · Inclusion Europe (easy-read) · Archer & Hughes, Explicit Instruction.
Hearing loss Access
What we apply: 100% visual content, complete written instructions, converting spoken instructions to text, a glossary.
Why: access to content cannot depend on the auditory channel. It's a reasonable access accommodation, required by regulation.
Convention on the Rights of PwD (reasonable accommodation) · W3C, WCAG (alternatives to audio content) · deaf-education practice.
Low vision Access
What we apply: high contrast, linear format, text descriptions of images and diagrams, bold headings, no reliance on spatial vision.
Why: perceivability of content (contrast, linear structure, text alternatives) is a condition of access.
W3C, WCAG (contrast and perceivable content) · low-vision guidelines from accessibility agencies.
Layers that add up
The engine combines three layers that add up (they don't replace one another), with an explicit priority order for any conflict.
Treatment mode + objective + subject/area
The professional's decision about the content: full text, summarized, synthesis, key points, outline…
Guidance, strategies, what to avoid, objectives, dimensions
What the team defined for this student. It's unquestionable and modulates the general baseline.
UDL + diagnosis-specific access strategies
The methodological floor applied to every adaptation, whether or not a profile has been loaded.
Priority rule: professional → teacher → general baseline.
Unlike a scheme of mutually-exclusive levels, the baseline is always present and the professional's voice enriches it, rather than erasing it.
How we protect student data
Incluia works with data belonging to children and adolescents — including health data, a specially protected category. We apply data minimization: only what's strictly necessary to adapt the material ever reaches the AI model, never the identity or the diagnosis. What follows describes the flow for generating adapted materials, the system's core use case.
The student's name is never sent to the model
The material is generated addressing the student in the second person. Their name is never part of the AI query — it never leaves the school's server.
The diagnosis is never transmitted to the AI
The diagnosis is used server-side for two things: selecting the corresponding access strategies and choosing the material's design. Those strategies — already actionable — are sent to the model; the clinical label (the health data) is not. The format decision is also made by observed barrier, not by the diagnostic label.
The learning memory is anonymous and network-wide
The system keeps prior cases to improve future adaptations (archived source). That copy is anonymized before being saved: proper names are redacted. The operational record the school sees keeps the real data; the memory that feeds the AI does not. That already-anonymous memory is shared across every institution using Incluia, so the patterns that work best at one school improve adaptations at any other.
Operational isolation and legal framework
Each institution is an isolated operational environment: its students, profiles and materials never cross over with another's. The only exception, by design, is the already-anonymized learning memory described above. Processing is governed by Argentina's Law 25,326 on Personal Data Protection, which treats health data as a sensitive category requiring reinforced protection.
Primary and secondary school, every subject
The taxonomy follows Argentina's curriculum nomenclature — from primary through secondary — with its areas and domains.
Language Arts, for example, opens into its own domains: Literature/Reading Project, study contexts, citizenship formation, and early literacy. The catalog can be extended by the pedagogical team without any coding.
Full references
All the sources the method draws on, with verifiable origin. Citations follow academic format (author, year, title, source).
Regulation and rights
- Regulation Argentina's Federal Education Council (2016). CFE Resolution No. 311/16 — Promotion, accreditation, certification and graduation of students with disabilities. Buenos Aires: Ministry of Education.
- Regulation United Nations (2006). Convention on the Rights of Persons with Disabilities. Ratified by Argentina via Law 26,378 (2008); granted constitutional standing by Law 27,044 (2014).
- Regulation W3C (2023). Web Content Accessibility Guidelines (WCAG) 2.2. World Wide Web Consortium. w3.org/TR/WCAG22
Methodological frameworks
- Framework CAST (2018). Universal Design for Learning Guidelines, version 2.2. Wakefield, MA. udlguidelines.cast.org
- Framework Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
- Framework Anderson, L. W. & Krathwohl, D. R. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy. New York: Longman.
- Reference American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Arlington, VA: APA. (Support levels in ASD.)
Evidence by diagnosis
- ASD Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S. & Savage, M. N. (2020). Evidence-Based Practices for Children, Youth, and Young Adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice (NCAEP). ncaep.fpg.unc.edu
- Dyslexia Zorzi, M., Barbiero, C., Facoetti, A., et al. (2012). Extra-large letter spacing improves reading in dyslexia. PNAS, 109(28), 11455-11459. doi:10.1073/pnas.1205566109
- Dyslexia Vellutino, F. R., Fletcher, J. M., Snowling, M. J. & Scanlon, D. M. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.
- Dyslexia British Dyslexia Association (2023). Dyslexia Style Guide. bdadyslexia.org.uk
- ADHD Barkley, R. A. (2012). Executive Functions: What They Are, How They Work, and Why They Evolved. New York: Guilford Press.
- ADHD DuPaul, G. J. & Stoner, G. (2014). ADHD in the Schools: Assessment and Intervention Strategies (3rd ed.). New York: Guilford Press.
- Intellectual disab. Archer, A. L. & Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York: Guilford Press.
- Easy-read Nomura, M., Nielsen, G. S. & Tronbäcke, B. (2010). Guidelines for Easy-to-Read Materials. IFLA Professional Reports 120 (orig. ed. Tronbäcke, 1997). repository.ifla.org
Sources last verified: June 2026. This document is Incluia's central foundational reference; other materials (presentations, requirements) point back to it.