Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Digital skills currently play a fundamental epidiptic role in the ability of education systems to renew themselves and actively project future generations into an increasingly medial anthropic reality within a process of evolution which globally affects the whole of society. The multifaceted applications of digital skills possessed by special education teachers become facilitators in teaching practices geared to pupils with special educational needs (SEN) and create fertile learning contexts through which to achieve the process of inclusion that the school and the entire community must strive for. In the perspective of this consolidation, this article, based on a research conducted on a sample of 1.300 teachers specialised in teaching support activities (TFA cycle VI), for primary and secondary school, to whom the questionnaire for surveying levels of knowledge, skills and digital competences "DigiComp 2. 2", intends to propose a structured model that highlights the strategic priorities for continuous and permanent training aimed at providing support teachers with innovative methodologies and tools, based on the use of technologies and digital devices, such as to realise, within the different educational contexts, inclusive didactic routes.
