The Use of New Technologies to Improve Attention in Neurodevelopmental Disabilities: New Educational Scenarios for the Enhancement of Differences

2. Technology Development: New Trajectories Toward Children With Special Needs

The use of technology for people with special educational needs has now become essential, given the high index of usage, which today is increasingly linked to the characteristics of accessibility as defined by the Council of the European Union, 14/01/2003 (Murdaca et al., 2012). This has resulted in the breaking down of virtual barriers in order to implement technology in a rational and personalized way. When used within the school this improves and enhances learning, making the protagonist active in knowledge acquisition.

A transformation is necessary that requires the possession and use of psychic processes, such as attention, perception and executive functions. In particular this includes the perceptive categorization of concepts and thoughts, which represent the neuropsychological architecture that requires contexts of mediated and highly supportive learning in order to be expressed.

Technological interaction moves in this direction, which promotes sensory re-mapping (de Kerckhove, 1996) with its languages and relational modalities that are connected to synaptic and representational plasticity; and where experience and emotions meet with the processing of information. This process thus favors the development of all the potential that exists in every subject.