MAP-DI as a Longitudinal Informational Infrastructure for Inclusive Special Education: Case Study, Orientative Tele-Screening, and Neuroethical Governance of Pedagogical Records

This study presents Mapping and Planning for Developmental Inclusion (MAP-DI) as a
longitudinal informational infrastructure for Inclusive Special Education. Grounded in Information
Science, inclusive education, neuroethics, educommunication, user experience, and technology
adoption, the proposal addresses the fragmentation of pedagogical, family, curricular, functional, and
orientative tele-screening records. MAP-DI is non-diagnostic: it does not automate eligibility, replace
professional judgment, or classify students through clinical inference. Instead, it organizes, retrieves,
contextualizes, and communicates information to support human, ethical, documented, and
reviewable pedagogical decisions, strengthening case studies, Specialized Educational Assistance
Plans, Individualized Educational Plans, and inclusive school governance.