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Cogliere il senso, ma anche il valore del “dimostrare” in geometria

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Guarda Giochi didattici per l'apprendimento

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Guarda Giochi didattici per l'apprendimento

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Promuovere le tecnologie assistive e la CAA al tempo del Covid-19

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Abstract

The Covid-19 health emergency has produced a rethinking of education and training systems based on open and flexible physical spaces and remote communication channels; however, socialization processes and virtual relational exchanges are still possible and at the same time authentic. Moreover, the use of telecommunication technologies augment efforts to find a new way to organize educational spaces when it is not possible to share physical space and virtual spaces must be used. Starting from the role of assistive technologies in European policies, this work presents a case study about the inclusive perspective of corporeality and action in teaching-learning process and described an experience done in a third grade class of a primary school in Rome where a teacher used an eye communicator with GRID3 software and tools of Augmentative Alternative Communication with a student with complex communication needs, main goal of this activity was to create an inclusive and sharing path for each scholar done in distance education.

Promuovere le tecnologie assistive e la CAA al tempo del Covid-19.

L'emergenza sanitaria da Covid-19 ha sollecitato un ripensamento dei sistemi educativi e formativi quali dimensioni aperte e flessibili in cui formarsi, spazi nei quali i canali di comunicazione a distanza hanno reso possibile processi di socializzazione e scambi relazionali virtuali ma non per questo meno autentici, luoghi della didattica in cui favorire gli apprendimenti mediante l'uso di tecnologie che hanno consentito di raggiungere risultati anche in assenza di condivisione di uno spazio fisico. Il lavoro presenta una riflessione sul ruolo delle tecnologie assistive nelle politiche europee, sul potenziale inclusivo della corporeità e dell'azione nei percorsi di insegnamento-apprendimento e propone la descrizione di un'esperienza svoltasi nella classe terza di una scuola primaria romana dove, in presenza di un'alunna con gravi difficoltà comunicative, la didattica ha previsto l'uso del comunicatore oculare con software GRID3 coniugato alle pratiche e agli strumenti propri della Comunicazione Aumentativa Alternativa, con l'obiettivo di creare un percorso inclusivo e partecipativo per ciascun alunno, seppure a distanza.

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Promote Assistive and AAC technologies during Covid-19

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The Covid-19 health emergency has produced a rethinking of education and training systems based on open and flexible physical spaces and remote communication channels; however, socialization processes and virtual relational exchanges are still possible and at the same time authentic.

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soluzioni  gratuite e immediatamente attuabili

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Didattica a distanza per docenti e studenti - Indire

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PROMEMORIA

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Brainstorming in classe
Indagini
Sondaggi

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