"WORK IN PROGRESS" - DESIGNING THE DIS(EASE)ABILITY WITH FUNCTIONAL AUTONOMY APP COMMUNICATIVE WITH PEOPLE WITH DISABILITIES

Contemporary society is characterized by multiple fault lines that mark distances and differences between social groups, health conditions and impairments in body functions and structures, are one of the main reasons for inequality, discrimination and stigmatization often seriously damaging to the dignity of person.

Successful participation in the learning process and enter into relationships with peers effectively becomes an indispensable condition for not being discriminated against. To counter such erroneous behavior of disadvantaged approach, we offer our project work, in particular, is being modernized in the applicability of our theory - the Dis(ease)skills - through the use of Access, to facilitate the process of functional autonomy to communicational 'Learning/with people with disabilities.
Our intention is to fully understand what these new tools allow if applied, so Solutia, the needs of autonomy of people with permanent or temporary, since it is the psychological barriers to those who now seem more insurmountable than technological.

In everyday school situations emerge simultaneously issues related to learning disabilities, and inclusion and integration of counter reels you in finding the solution paths of mediation between teachers' knowledge and skills of these past students.

This project is a natural evolution of "The Enchanted Maze" presented last year, as a tool for development and integration of students with disabilities, made with a network of schools, it is the trial of an educational project oriented strongly adoption of the "App", more modular computing for teaching and use of advanced software platforms, to facilitate the integration of pupils with intellectual disabilities, where different, the use of the new frontiers now essential communication technology environments allows learning truly innovative, reformulating these paradigms are the basis of educational processes: from the traditional one which proposed the transfer of knowledge from teacher to learner, which is functionalized to contemporary constructivists on the mechanisms of knowledge.