Inclusion as an Ecosystem Accessibility Project4
Grazia Lombardi, Susanna Testa
This contribution analyses the topic of educational accessibility in relation to training contexts to facilitate processes of scholastic and social inclusion from an ecosystem perspective. Special pedagogy, today, constantly regenerates itself in an inclusive perspective by deconstructing the traditional teaching settings and the established school context, in order to promote multi-perspective logics, interdisciplinary contaminations, and innovative methods and languages, also considering the contribution offered by new technologies in the flexible construction of universal design. Technological language, if functionally and transversally prepared and managed, proves to be an indispensable mediating object, capable of helping students with disabilities to access the vast range of knowledge, understanding and complexity of educational experiences by exploiting the plurality of expressive, communicative and sensory codes and channels, with the aim of creating significant processes of full scholastic and social participation for each student.
Keywords
Educational accessibility, Technology, Inclusive contexts, Universal design.
