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Assistive Technologies, Digital Literacy and Didactic for Inclusion

Assistive Technologies, Digital Literacy and Didactic for Inclusion

Eugenia Treglia, Angela Magnanini, Gianni Caione, Monica Alina Lungu
Copyright: © 2019 |Volume: 10 |Issue: 3 |Pages: 9
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781522567004|DOI: 10.4018/IJDLDC.2019070101
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MLA

Treglia, Eugenia, et al. "Assistive Technologies, Digital Literacy and Didactic for Inclusion." IJDLDC vol.10, no.3 2019: pp.1-9. http://doi.org/10.4018/IJDLDC.2019070101

APA

Treglia, E., Magnanini, A., Caione, G., & Lungu, M. A. (2019). Assistive Technologies, Digital Literacy and Didactic for Inclusion. International Journal of Digital Literacy and Digital Competence (IJDLDC), 10(3), 1-9. http://doi.org/10.4018/IJDLDC.2019070101

Chicago

Treglia, Eugenia, et al. "Assistive Technologies, Digital Literacy and Didactic for Inclusion," International Journal of Digital Literacy and Digital Competence (IJDLDC) 10, no.3: 1-9. http://doi.org/10.4018/IJDLDC.2019070101

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Abstract

This article aims to investigate the relationship between technologies and disabilities in the field of special education. In particular, this article discusses the role of aiding technologies, such as augmentative and alternative communication (AAC), in the learning and integration processes of people with disabilities, with a focus on autistic spectrum disorders. To facilitate the accessibility of tools and IT products, various types of aiding technologies are now available, namely a set of hardware and software technical solutions that provide working configurations suitable for the special needs of users, allowing them to overcome the disadvantage gap resulting from a specific disability. The AAC, as an aiding technology, in addition to fostering communication processes, allows the user with autism spectrum disorders to interface in a more functional way with the computer tool, and thus to implement its digital literacy and consequent learning possibilities.

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