Abstract:

The current Italian ministerial regulations are asking for a reconsideration of teaching procedures, in the educational field, with the aim to build concrete inclusive paths for each and every single one, regardless of the presence of disabilities, conditions of economic-social disadvantage or linguistic-cultural diversity (Ministerial Decree, 2012; 2013).

Today more than ever, the Italian school has been given the task to face the complexity and heterogeneity of its classes, to provide everyone with quality, fair and inclusive education and learning opportunities (UNESCO, 2015), through a renewal of educational processes starting from the shared planning of school curricula (Booth, 2011; Mitchell, 2014, Cottini, 2017).

Having set these preconditions, an example of educational planning in the primary school can be made where, in presence of a student with complex communication needs, the planning of the didactic itinerary, focused on the use of Augmentative and Alternative Communication (Mirenda P., Beukelman, D.R., 2013), has been developed with the aim to make educational objectives, teaching methodologies, disciplinary contents, environments and activities for the whole class as inclusive as possible (Cafiero, J.M., 2005).

The inclusiveness of educational paths derives from a constant union between theory and pedagogical practice, resulting from technological innovations, strategies and methodologies inspired by the principles of neurodidactics, which harmoniously converge in the teaching-learning process by suggesting new lines of research and original courses for inclusive teaching (Sibilio, M., Aiello, P., 2015).

References:
[1] Beukelman, D.R., Mirenda, P. (2013). Augmentative and Alternative Communication. Supporting Children and Adults with Complex Communication Needs. Baltimore: Brookes.
[2] Booth, T. (2011). Index for Inclusion – Developing Learning and Participation in Schools. UK:
[3] Centre for Studies on Inclusive Education [CSIE].
[4] Cafiero, J.M. (2005). Meaningful exchanges for people with autism: An introduction to AAC. Bethesda MD: Woodbine House.
[5] Cottini, L. (2017). Didattica speciale ed inclusione scolastica. Roma: Carocci editore.
[6] Mitchell, D. (2014). What really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. London- New York.
[7] Ministerial Decree 27 December (2012). Strumenti d’intervento per alunni con bisogni educativi speciali e organizzazione territoriale per l’inclusione scolastica [Intervention tools for pupils with special educational needs and territorial organization for school inclusion].
[8] Ministerial Decree 06 March (2013). Strumenti d’intervento per alunni con bisogni educativi speciali [Intervention tools for pupils with special educational needs].
[9] Sibilio, M., Aiello, P. (2015). Formazione e ricerca per una didattica inclusiva. Milano: FrancoAngeli.
[10] UNESCO (2015). Education 2030, Incheon Declaraion and Framework for Action for the implementation of Sustainable Development Goal 4. Ensaure inclusive and equitable quality education and promote lifelong learning opportunities for all, Incheon.

Keywords:

Augmentative and Alternative Communication, Inclusion, Complex Communication Needs, Didactics, Teaching profession.