This paper investigates the intersection of Universal Design for Learning (UDL) and artificial intelligence (AI) as a framework for inclusive education. Rather than being conceived solely as a technical tool, AI is approached here as both a means and an object of learning. When embedded in UDL, intelligent technologies can enhance accessibility, diversify modes of participation, and stimulate reflection on their algorithmic implications. To exemplify this potential, we present Art Detective – Seeing with IA, an interdisciplinary activity for lower secondary school inspired by the national programme Innovamenti – Intelligenza Artificiale (Ministry of Education, Italy). The activity was redesigned through UDL principles to ensure flexibility and engagement. Students collaboratively built a small dataset of artworks, trained a simple classification model using accessible tools, and critically analysed the outputs. Alongside technical exploration, students engaged in discussions on accuracy, bias, and limitations, thus linking AI literacy with creativity and critical thinking. Observations highlight that multimodal resources, adaptive tools, and collaborative tasks supported diverse learners, including those with special educational needs and linguistic barriers. The teacher’s role emerged as crucial in scaffolding technical challenges and facilitating ethical discussions. The case illustrates how the combination of UDL and AI literacy can foster inclusive and equitable learning environments, while also indicating future directions for empirical research and teacher professional development.