Accessibilità e inclusione. Tradurre il visibile attraverso pratiche didattiche plurisensoriali

Abstract

Starting from the assumption that inclusivity is no longer bound to the concept of need , this article explores the theme of accessibility in the educational context for students with visual disabilities. Since they impact on children’s modes of perception, communication, socialization, access and processing of knowledge, sensory disabilities pose a major challenge to the rethinking of language, time, and space of didactic actions. Despite all that, as a human right, inclusion has been at the core of a variety of studies in the field of didactics, which, in line with the paradigm of Universal Design (UD), have promoted the idea that an inclusive educational environment must be designed with accessibility in mind. This article offers an overview of the process of designing inclusive educational contexts, both inside and outside the classroom.