CAA and teaching: new perspectives of inclusive design for students with Autism Spectrum Disorder

Complex communication needs (CCN) in school settings may hinder the participation of student with Autism Spectrum Disorder also affecting their quality of life, relationships and learning process. For this reason, it seems appropriate to promote a Didactics that pay attention to student’s abilities, to the identification of barriers and to the selection of tools and aids, within facilitating environments that enhance visual learning, too. It requires systemic and inclusive design that improve communicative accessibility, opportunities to make choices and to promote student involvement during individual and group activities. To this end, Augmentative Alternative Communication (AAC), because of its specificities, may be configured as an inclusive workshop dimension where to build innovative educational and didactic itineraries that enhance the vicarious potential of the body and the communicative opportunities mediated by assistive technologies.