This study offers a cross-disciplinary analysis of literature and educational technology in order to examine past and present forms of school-based stigmatization directed at students with learning disabilities. Drawing on an analysis of L’Orange de Noël by Michel Peyramaure, a work that powerfully depicts educational exclusion in rural France in the early twentieth century, the research highlights social representations of cognitive difference, community dynamics of rejection, and forms of pedagogical resistance embodied by the teacher Cécile. At the same time, the study includes an extensive review of current uses of artificial intelligence in higher education, focusing in particular on tools that support reading, writing, and task organization for students experiencing cognitive vulnerability. Bringing these two bodies of material together reveals both the potential of artificial intelligence to foster personalized learning and the ethical, social, and pedagogical limits of its uncritical integration into learning environments. The study argues for an inclusive and reflective approach to educational technologies, grounded in attentive textual interpretation, recognition of cognitive diversity, and active participation of the individuals concerned. It contributes to ongoing debates on pedagogical innovation by demonstrating that genuine inclusion requires a simultaneous rethinking of tools, representations, and educational relationships.