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Beyond any possible rhetorical division between those who are for or against a more or less massive use of technologies, it is undeniable that technologies always have effects on cognitive, relational, and autonomy processes of individuals, in every season of life and by virtue of the quantity and quality of the use to which we are exposed. The experience of the pandemic caused by Covid19 definitely amplified and highlighted this fact, making the advantages and disadvantages of online life, to which many were forced, immediately apparent. The data on the learning process, in particular on the exclusions that online education has generated, is evident, although very patchy. The difference was determined by the technological skills of learners and teachers, by the possibilities of access to appropriate infrastructures and devices, and by the style of conducting teaching. With regard to this last point, pre-Covid teaching methods were an important factor: digital teaching has often amplified, for better or for worse, what was already being done in the traditional way, with the evidence, however, that some changes that were less evident in frontal teaching were urgent in mediated teaching. The speed of the lesson, for example, the didactic rhythm, the anchorage to the concrete and the levels of personalization were some of the conditions that compromised the success of online training. Technological teaching has also concerned the population of pupils in difficult, disabled, and disadvantaged situations, for whom the impact with the ICT world has been accompanied, as research has shown, by other risk factors (Ianes, 2020), again linked mainly to pre-Covid elements, and referring above all too experienced integration, practiced as a cultural model for schools or as a routine afterthought. The United Nations Convention on the Rights of Persons with Disabilities, recognizes new technologies as an essential contextual element for the promotion of the person's functioning, becoming tools capable of compensating for deficits, facilitating independent living, or, conversely, an obstacle and depriving environment/tool. For this reason, they find a specific place within the Environmental Factors of the ICF (WHO, 2001) and the assessment that must be made of them in view of individualized educational planning.

Il contributo e esito di un progetto di ricerca-azione sulla base del Nuovo Index for inclusion (Booth & Ainscow, 2014) sviluppato all’interno del laboratorio sulle TIC del Corso di specializzazione per le attivita di sostegno tenuto presso l’Universita del Salento; un percorso che ha coinvolto un gruppo di 56 insegnanti in formazione (scuola secondaria di secondo grado) nell’implementazione di un sistema di autovalutazione e di progettazione didattica basato sull’uso delle TIC come strumento di promozione dell’inclusione nel contesto scolastico.

In the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR, Cambridge University Press, ISBN: HB 0521803136 - PB 0521005310 www.uk.cambridge.org/elt), it is emphasized that languages should not be considered as compartments ponds to be faced and learned in isolation, and that by "plurilingualism" we mean the integration of different linguistic repertoires which do not necessarily imply complete mastering of all abilities. Lecturio + is an Erasmus + project funded by the European Community for a partnership of public and private bodies. It develops along two lines of action: production and experimentation of learning paths of Romance languages on the model of linguistic inter-understanding and planning and implementation of an international summer school. Regarding the first action Lecturio + provides for the creation of a multilingual narrative tool intended for 8-year-old children of 3 European countries that guarantees attention also to dyslexic students. Moving from the scientific references on the difficulties in learning L2 for dyslexic students, the working group of the CNTHI of Unisalento, has been responsible for the inclusive design of the teaching tool, it is the book version and the Kamishibai version of a story titled "Thomas and the watermelon ", its adaptation to make it accessible and the methods of fruition and evaluation also through the digital version. This is a text structured according to the criteria of inclusive teaching that is proposed in schools in the partner countries of the project and translated into 14 languages. The purpose of the grant is to stimulate the learning of L2 through immersive experiences. The CNTHI working group has also organized two tools for the exploration of beliefs and attitudes towards the learning of a foreign language of teachers and students of the 4 primary school classes where the tools comes tried out. The aim is to recognize the preliminary components of a positive approach to the language. Partners of The Lecturio + Project Are: Association Internationale Pour La Promotion de L'intercompréhension À Distance France; Lycée Le Mas Blanc France: Fédération Régionale des Maisons Familiales Rurales de Midi-Pyrénées France: University of Salento Italy; Universitat de Barcelona Spain; Universite de Corse Pascal Paoli France; Universitat des Saarlandes Deutschland; University of the Studies Roma Tre Italy.

though a strong heterogeneity both in the approaches and results. In this direction, focusing on the social dimension of knowledge and on the processes of interpretation and co-construction connected to it, the paper will describe the attitudes toward Giftedness of a sample of 130 Italian education professionals (educators, teachers, pedagogists, psychologists) from North, Centre and South Italy. A specific questionnaire was built to investigate the representations of giftedness. The contribution will explore the main categories of representations connected to Gifted students through an interpretive analysis of qualitative data. We want to verify also if the professional and social role could affect the interpretation of giftedness among the sample of study. Although a great variability is present in the attitudes of the subjects, main dimensions arise in the ideas and imagination of giftedness. The characteristics of the dimensions and how they influence the identification, intervention and education of gifted students is discussed. The contribute reflects on the social representations expressed by the people interviewed about the concept of giftedness and the mental image associated with it. The main differences refer to the meaning of creative thinking and IQ and the image of giftedness as a process of development, growth and plant germination

The contribution, starting from the general construct of self-efficacy, examines the mechanisms of construction of a motivational attributive style, to achieve academic success in gifted students. The models of interpretation of cognitive giftedness agree in retaining motivation and perseverance as factors determining the success of learning and the transformation of the giftedness into real talent. The perception of self-efficacy and the attributive style guide the motivation and in the persons with high cognitive potential they are not always present. This can lead to a non-directional potential. What is the function of self-efficacy in promoting talent in students with high cognitive potential? What is the most appropriate type of attributive style to promote in these students? And the role of teachers to enhance motivation, in order to avoid the risk of underachievement and dropout? The contribution, after having analysed the constructs in the literature proposes an answer to the questions.

Mobile health applications (m-health app) allow connecting patients with care professionals more quickly and dynamically. Apps designed for a smartphone allow users to access in-formation and self-monitoring when and where they need it, boosting engagement and satisfaction rates. Starting from the construct of quality of life related to health and according to a biopsychosocial care perspective (ICF approach) [1], the paper presents and discusses research phases of the RareBox project: development, implementation and evaluation of self-monitoring App on quality of life of patients with rare diseases.

Every day, innovative devices support healthcare for the escalating needs of the population ageing but the poor adoption hinder their spread older adults. The present study aims to investigate the factors that may influence perceptions and expectations of 306 Italian older adults (M = 74, SD = 7.43) towards smart home and wellbeing technology. A questionnaire was verbally administered in face-to-face sessions by trained interviewers in order to collect data. Overall, the results return a positive picture of participants’ perception of the technology though attitude towards technology is definitely driven by utilitaristic means: usefulness, easiness, safety and privacy are considered important while aesthetics, size and weight are not. Around half of our respondents have a positive interest in technology and almost all of them believe that technology may eventually improve their life. According to these findings, the paper discusses some challenges for the whole research sector that appears still fragmentary and lacking of a strong body of evidence. Moreover, the promotion of trust and empowerment actions through instructional programs is highlighted.

Gli atteggiamenti verso la disabilità e l’inclusione sono il risultato delle rappresentazioni che le persone creano e condividono durante l’interazione sociale: sono un’interpretazione individuale di una credenza collettiva (Ramel, 2014; Salès-Wuillemin, 2006). Partendo da questa prospettiva, l’articolo riporta i risultati di uno studio condotto tra il 2017 e il 2018 sulle rappresentazioni della disabilità e dell’inclusione di un gruppo di insegnanti in formazione. Dagli aspetti evidenziati dalla ricerca, si ravvisa la necessità di continuare a insistere sullo studio delle rappresentazioni e degli atteggiamenti degli insegnanti, anche in vista della complessificazione degli scenari sociali e dell’approccio culturale alle differenze a scuola.

L’entropia è intesa come la misura della mancanza di informazione dettagliata relativa a un sistema. Questo lavoro si propone l’obiettivo di valutare l’entropia nel contesto scolastico, considerando la classe come un ambiente ad alto rischio di entropia, soprattutto per la presenza di bambini con ADHD. È stata condotta un’Analisi in Componenti Principali sui dati raccolti attraverso la somministrazione di due questionari (il QUEI-s e il QUEI-p), su un campione di 150 insegnanti. I risultati emersi hanno evidenziato che le variabili che concorrono significativamente alla spiegazione del fenomeno riguardano soprattutto la numerosità degli allievi, la struttura poco funzionale delle aule, l’atteggiamento impulsivo dell’insegnante e la relazione tra il suo stile educativo e il suo stile di vita

Audio Description (AD) is a narration service to make audiovisual content accessible for all. AD plays a facilitator role of educational settings in terms of inclusion and learning, accounting for the learning context a pedagogical tool directing the didactic intervention towards meeting the needs of everyone, without exception. Starting from this perspective, the paper presents quantitative and qualitative research aims to evaluate listening comprehension Ocelot's animated film Kirikou and the Sorceress (1998). In 9 primary classes for a total of 172 students feature film was shown in three different modes: 1) standard mode with AD, without video; 2) integrated use, standard mode with AD; 3) standard mode without AD. Upon conclusion on listening of each phase, the students have been provided with: 1) questionnaire with the aim of evaluate the storytelling understanding; 2) group interview in order to know the real ability of students to understand through listening. Data analysis shows that the different modes of audiovisual enjoyment have allowed the classroom setting to live an unusual learning experience aimed at promoting, through the empathy and multisensoriality, inclusion at school.

The essay presents the results of a survey aimed at evaluating how the time variable influences the performance of Invalsi math tests in the Italian secondary school. It is worth to say that these tests are intended to detect not specific knowledge or skills but how students can use what he/she has learnt in order to solve new problems. The survey wants to find out in which terms the time available variable influences a different expression of competences. Indeed it offers a pedagogical-didactic interpretation space that gives qualitative and not just quantitative meaning to results.

Sempre più spesso le mobile healthcare app connettono i pazienti con i professionisti della cura più rapidamente e in modo dinamico. Le app progettate per uno smartphone consentono agli utenti di accedere all’informazione e all’auto-monitoraggio quando e dove ne hanno bisogno, aumentando così i livelli di coinvolgimento e soddisfazione. Partendo dal costrutto di qualità della vita legata alla salute e secondo una prospettiva di cura biopsicosociale (approccio ICF) (OMS, 2001), l’articolo presenta e discute le fasi di ricerca del progetto RareBox: sviluppo, implementazione e valutazione di una Personal Care App di auto-monitoraggio sulla qualità di vita di pazienti con malattie rare. La mappatura delle esigenze dei pazienti, il monitoraggio e la valutazione sono stati integrati in tutte le fasi del progetto di ricerca, da quella di pianificazione a quella d’implementazione e oltre

Universal Design for Learning model indicates that ALL students have equal chances to learn. That framework offers a flexible learning environment that recognizes individual cognitive and learning styles. Its flexibility encourages students’ success and achievements. The availability of creative and flexible learning environments that foster the potential of students according to their interests and learning styles are presented also in Renzulli’s studies of Didactics of Gifted and talented students [1]. Created in the mid-1970s, the Schoolwide Enrichment Model “SEM” [2,3], was aimed to develop creativity and superior thinking skills in high abilities students through the exposition to different disciplines, areas of interest and topics, providing opportunities to develop critical thinking and advanced problem-solving skills in specific areas of study. According to Renzulli & Reis [3] the SEM, through the creation of flexible environment for learning, can respond to the needs of the gifted and talented students, and contemporaneously, serves all students providing them challenging learning experiences and offering a set of instructional strategies focused on learning characteristics and students’ interests and preferences. A tool coming from this perspective is the Total Talent Portfolio: an ongoing way to gather information on child’ strengths and weaknesses from diverse sources, paying more attention to the firsts [4]. Personalized didactic plans are usually focused on child difficulties, deficits or areas of weaknesses, on the contrary the total talent portfolio, not excluding the difficulties of the child, is based on his learning style, preferences and interests in a way that is not compensatory but proactive. The contribute discusses the opportunity to use this perspective in order to change the point of view of school system looking special needs from a more inclusive approach that does not merely consider weaknesses and values children’ strengths and potential.

An evidence highlighted by multiple sources that shows a combination of causes [1] is that nowadays school faces the presence of children and young people with behavioural problems, self-control and emotional difficulties. This last aspect though is expected in children with ADHD, it is also widely diffused in many pupils and it causes behavioural problems and interpersonal conflicts. Studies about emotional literacy highlight how emotional self-regulation skills can be taught and consequently learned, it emphasizes the role of context and learning factors; allocating great importance to strategies to promote the emotional self-regulation [2]. In light of these assumptions, the study describes the systemic action implemented through the network of actors (school, family and the world of research) that have supported a child with ADHD, dyslexia and dysgraphia, in IV primary. Within a framework of multimodal intervention where behavioural rehabilitation, emotional-relational, educational/didactical and pharmacological intervention were realized with excellent results, the research team carried out also an action in the classroom, defined by teachers and principal as highly problematic. Although the classroom is composed by 16 pupils, in fact, it is a very complex reality which includes strongly disturbing pupils with serious family problems and aggressive behaviours, children with socio-cultural disadvantage and traumatic life events. The instruments used, interviews with teachers, field observations and the Test Of Emotion Comprehension [3] revealed, together with a high emotional competence achieved by the pupil with ADHD, a negative difference for 5 pupils. The test components more problematic for the children were the ninth on the Moral and the component III on Desire. The multimodal nature of the study in the ADHD case, lead to plan an intervention also for the entire classroom group in order to act on the emotional components seen as compromised. Keywords

La didattica speciale e le sue problematiche; il rapporto tra didattica speciale e didattica inclusiva; la prospettiva dell'inclusione collegata alle nuove tecnologie didattiche e alla Media Education. La didattica speciale - un patrimonio comune degli insegnanti, degli educatori e dei formatori - e l'esigenza di competenze didattiche specifiche per soddisfare i bisogni particolari degli allievi assumono oggi un'importanza decisiva: nei nostri contesti educativi e didattici, nelle nostre agenzie formative, nelle nostre scuole stanno esplodendo le problematiche personali. Una didattica speciale volta all'inclusione indica strade metodologiche sicure, pratiche di insegnamento fondate, prospettive didattiche valide per la crescita personale e comunitaria degli allievi. Un punto di riferimento chiaro, uno strumento utile per studenti universitari e docenti. Sommario: Introduzione Parte prima Luigi d’Alonzo. La didattica speciale e le sue problematiche Il ruolo della didattica speciale - La scuola italiana e i suoi notevoli problemi - La didattica speciale in una nuova scuola inclusiva Parte seconda Fabio Bocci. Dalla Didattica Speciale per l’inclusione alla Didattica Inclusiva. L’approccio cooperativo e metacognitivo Premessa Allestire l’ambiente inclusivo: dalla didattica tradizionale alla didattica inclusiva - Didattica Cooperativa e Metacognitiva Bibliografia Parte terza Stefania Pinnelli. Tecnologie didattiche e apprendimento ICT e Media Education - La rete e il processo formativo - Le tecnologie e la didattica speciale Bibliografia

In recent years there has been a proliferation of initiatives designed to make accessible the audiovisual messages, through a process called audio description (AD): is a support service, composed by a set of techniques, methods and skills whose main goal is to reduce the visual deficit by making accessible any visual message with appropriate audiovisual substitute information. In recent years the pedagogical reflection considered the AD a field of study close to their research interests [1]. According to the ICF perspective [2], AD may have a facilitating role in the social and educational contexts (inclusion and social participation, learning). The paper presents a qualiquantitative research aims to evaluate the teaching capabilities of AD, both in terms of school inclusion and in terms of listening comprehension of narrative-filmic language. In nine primary classes, according to three different modalities of use, it has been proposed audiovisual film Kirikou and the Sorceress: animated feature for children written and directed in 1998 by Michel Ocelot and audio described by the CNTHI research group of the University of Salento in 2012 [3, 4]. The analysis of quali-quantitative data shows that the various methods of audiovisual enjoyment have allowed the classroom setting to live an “unusual” learning experience aimed at promoting, through the empathy and simulation, multisensory and the inclusion at school

Il contributo, partendo da una prospettiva pedagogica, presenta i risultati di ricerca del progetto People with CIDP and Quality of life, ideato dal Centro sulle nuove tecnologie per l’inclusione dell’Università del Salento, in collaborazione con l’Associazione per i diritti delle persone polineuropatia cronica infiammatoria demilienizzante (CIDP ONLUS). La ricerca teoricoapplicata, partendo dai costrutti di qualità della vita (QoL) e di funzionamento dello stato di salute, secondo la prospettiva teorica dell’ICF (OMS, 2001), presenta un’analisi quali-quantitativa dei bisogni, delle criticità e degli spazi di migliorabilità della qualità della vita delle persone con CIDP. Si è cercato di dare voce alla percezione che la persona con una malattia rara ha di sé, del proprio corpo, del proprio vissuto, delle proprie risorse e capacità, di capire le conseguenze che la malattia ha sui rapporti sociali, familiari, lavorativi, sulla gestione del proprio tempo e sulla percezione della stabilità, della sicurezza, della prospettiva futura della propria vita.

Partendo da una riflessione pedagogica sulle didattiche innovative per l’inclusione, il contributo presenta la progettazione e la sperimentazione di un curricolo technologybased attivato presso l’Università del Salento negli a.a. 2014/15 e 2015/16. Il gruppo di ricerca del CNTHI, a valle di un’analisi quali-quantitativa delle percezioni degli studenti su un’esperienza flipped learning e delle loro competenze metacognitive, ha formalizzato un modello didattico volto a rispondere alle specifiche esigenze formative (stili di apprendimento, bisogni educativi speciali etc.) e di vita (lavoro, famiglia etc.) degli studenti universitari

he paper moving from a pedagogical reflection on innovative methodology for the improvement of teaching in schools and universities, presents the model of Flipped Classroom activated during 2014-2015 at the University of Salento in the experimentation of the E-Learning in the University. The contribute describes the design and framework of the Tic & DIL project and the different levels of assessment focusing on the students perceptions. A subgroup of 175 students of the project was involved in this research. An opinion survey shows that the FC approach had a whole good impact on the students. They describe themselves as more motivated and independent in their learning process while, sometimes, it could produce a sense of loss and a relational distance between teacher and students.

This paper proposes a reflection on issues related to Audio Description: an additional narration track intended primarily for blind and visually impaired people of visual. Starting from the analysis about the users’ needs, the paper proposes a comparison between three types of technology solutions, taking into account and evaluating, in a perspective of social inclusion and Ambient Assisted Living, their strengths and weakness.

Un lavoro diu metodlogia della ricerca qualitativa con particolare attenzione alle sue applicazioni nel campo delle scienze umane.

In the mid 1990s people became fascinated with the Internet, a fact which has not only redesigned the geographic borders of communication within a totally new dimension, but has also created new profiles of personal identities. This paper aims to describe how identities are constructed in cyberspace and outline the risks and the opportunities of such an evolution of human identity. Moving from the identity concept from the theories of Goffman, Erikson and other authors, this paper intends to answer these questions and to discuss the problem of personal identity in the age of the Internet. The aim is to introduce and to discuss through a pedagogical point of view, a specific type of mental disturbance of the Internet age called Internet Addiction Disorder (IAD), a disturbance classified through the criteria of DSM IV as a new form of dependency.

La validazione italiana delle Scale di identificazione delle caratteristiche comportamentali degli alunni plusdotati ha reso necessaria una raccolta dati a livello nazionale che potesse rendere il campione abbastanza rappresentativo. Per questo motivo la somministrazione è avvenuta in tre distinte aree geografiche, Sud (Puglia), Centro (Lazio) e Nord Italia (Emilia-Romagna), grazie alla collaborazione di tre distinte istituzio- ni universitarie: • Università del Salento (capofila) • Università di Bologna • Università di Roma Tre.

Il volume presenta le Scale Renzulli per identificare studenti plusdotati o gifted, descrive il modello Renzulli ed è completo del Protocollo con il materiale sia per la rilevazione e la valutazione degli studenti, sia per lo svolgimento del training preparatorio. Libro + Allegati + Piattaforma Digitale Test a colpo d’occhio – Scale Renzulli in 4 passi Prefazione Alcune riflessioni importanti sullo sviluppo di un programma di identificazione degli studenti plusdotati (Joseph S. Renzulli) Presentazione dell’edizione italiana L’identificazione della plusdotazione nella scuola italiana (Clarissa Sorrentino e Stefania Pinnelli) CAP. 1 Struttura del materiale e caratteristiche generali dell’edizione italiana (Clarissa Sorrentino e Stefania Pinnelli) CAP. 2 Utilizzo e interpretazione dei punteggi delle Scale (Joseph S. Renzulli et al.) CAP. 3 Un sistema pratico per l’identificazione di studenti plusdotati e di talento (Joseph S. Renzulli et al.) Approfondimento 1 - Edizione italiana dello strumento e proprietà psicometriche Approfondimento 2 - Simulazione di un percorso di formazione Approfondimento 3 - L’intervento didattico: alcune strategie Bibliografia Appendice Piano Didattico Personalizzato per alunni ad alto potenziale e plusdotati Calcolo delle norme locali e scoring digitale su TEO – Test Erickson Online

Il potenziale individuale dipende dalla maturazione biologica, ma è anche sensibile alle stimolazioni offerte dai contesti, specialmente in alcuni periodi critici dello sviluppo, pertanto è fondamentale che la scuola sappia riconoscere e sostenere ogni allievo attraverso proposte educative e didattiche adeguate. Per promuovere le competenze dei docenti nell’individuare potenzialità, punti di forza e interessi dei propri allievi in contesti-classe inclusivi è stato organizzato un gruppo di ricerca/formazione, costituito da insegnanti e ricercatori di Didattica Speciale per l’inclusione e di Psicologia. Il contributo scientifico delle due discipline, integrato alle riflessioni e alle esperienze maturate dai docenti stessi, si ritiene abbia permesso di elaborare un coerente quadro teorico e operativo volto sia all’incremento delle potenzialità e all’arricchimento delle competenze di ogni allievo, con deficit o ad alto potenziale, sia alla costituzione di una comunità educante dove ognuno si senta appartenente, accolto nella propria originalità. In questa sede si riportano in sintesi alcuni dati emersi dalla ricerca esplorativa attuata.

L'autore presenta il volume analizzandone i contenuti che si concentrano sugli studi sulla plusdotazione dei bambini e delle bambine e dellle ragazze e dei ragazzi. In particollare si fa riferimento ala rapporto tra plusdotazione e processi inclusivi a scuola e nella società

Il volume analizza la didattica speciale e le sue problematiche i modo particolare il rapporto tra didattica speciale e didattica inclusiva e la prospettiva dell’inclusione collegata alle nuove tecnologie didattiche e alla Media Education. Nello specifico, la seconda parte di cui è autore Fabio Bocci si sofferma, dopo una premessa a carattere teorico, con implicazioni epistemologiche e metodologico, sull'approccio metacognitivo e cooperativo non come mere strategie didattiche "speciali", da utilizzarsi in classe per la presenza di allievi disabili o BES, ma come modalità di azione didattica quotidiane che favoriscono i processi inclusivi e quindi il realizzarsi di una scuola inclusiva.

Negli ultimi anni si è sviluppato un prolifico e articolato dibattito scientifico internazionale orientato a riconoscere nelle percezioni degli insegnanti uno tra i più importanti fattori che condizionano il successo della gifted education (Molapo e Salyers, 2014). Com’è noto, i docenti giocano un ruolo importantissimo nella vita scola stica ed educativa dello studente plusdotato (Baudson e Preckel, 2013; Heller, Perleth e Keng Lim, 2005); possono contribuire significativamente al la sua formazione, sfruttando o inibendo lo sviluppo del suo potenziale (Geake e Gross, 2008), nella misura in cui, però, le azioni didattico-educative, che si intendono mettere in atto, appaiono dominate da credenze e siste mi rappresentazionali che ne condizionano positivamente o negativamente l’attuazione e la stessa riuscita (Plunkett e Kronborg, 2011; Fiorucci, 2017). In linea generale, come conferma il modello multidimensionale elaborato da Kunter e colleghi (2013), gli orientamenti motivazionali e le credenze hanno una fortissima incidenza sullo sviluppo delle competenze professionali degli insegnanti. Gli orientamenti motivazionali comprendono componenti cognitive, come l’autoefficacia, e componenti affettive come l’entusiasmo, che possono essere correlate al comportamento reale in classe, mentre le convinzioni dei docenti coinvolgono teorie soggettive sull’insegnamento e sulle caratteristiche degli studenti (Voss et al., 2013)