Inclusion and Universal Design for Learning in Italian Schools

Inclusion and Universal Design for Learning in Italian Schools

Paola Aiello (Department of Human, Philosophical and Educational Sciences, University of Salerno, Salerno, Italy), Diana Carmela Di Gennaro (Department of Human, Philosophical and Educational Sciences, University of Salerno, Salerno, Italy), Carmen Palumbo (Department of Human, Philosophical and Educational Sciences, University of Salerno, Salerno, Italy), Iolanda Zollo (Department of Human, Philosophical and Educational Sciences, University of Salerno, Salerno, Italy) and Maurizio Sibilio (Department of Human, Philosophical and Educational Sciences, University of Salerno, Salerno, Italy)
Copyright: © 2014 |Pages: 10
DOI: 10.4018/ijdldc.2014040105
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Abstract

The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and multimediality in all the domains of everyday life, indeed, school is required to explore the potential and meaning of educational technologies. During the last years, in light of these new requirements, national and international educational policies have tried to take advantage of the opportunities offered by new technologies to create flexible educational pathways so as to ensure equal access to information and learning processes, by promoting the elimination of all barriers that deny students the right to education. In the perspective of inclusive education, technologies within the educational field can't only represent a compensatory tool to support students with disabilities or with learning difficulties, but they also definitely play a very important role in the reconfiguration of learning environments by creating the necessary conditions for the promotion of each student's differences and abilities.
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Educational Technologies And Integration In Italy: A Historical Outline

There are many international documents that have highlighted the importance of technologies in all fields, including the educational one, putting in evidence the need for flexible pathways and accessible resources.

The Convention on the Rights of Persons with Disability (1993) and the International Classification of Functioning, Disability and Health (2001), in particular, have advocated for the importance of making technological environments accessible to avoid the risk that the use of technologies can generate new forms of social exclusion. Moreover, the European Commission has highlighted in several documents how the power of technologies has to be used to support people with disabilities, removing all obstacles and barriers to accessibility, which is the capacity of a tool or a resource to be open and usable by any kind of user, including people with sensory, motor or cognitive disabilities (Commission of the European Communities, 2000; 2001).

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