Course Topics
Accessibility regulations. Universal Design and Universal Design for Learning. Guidelines on the accessibility of information through the use of ICT. “Easy-to-Read Language” guidelines. Assistive, compensatory, and inclusive technologies. Artificial intelligence for the creation of accessible and multimodal instructional materials. Accessibility and optimization of study materials used with assistive technologies.

Teaching format
Lectures, discussions and work in pairs or small groups - remotely

Educational objectives
Specifically, the course aims to help students achieve the following learning objectives: - to be able to distinguish the learning characteristics of students with disabilities, specific learning disorders (SLD), and other special educational needs (SEN); - to be able to appropriately use the terminology specific to special education; - to know and understand the potential of technology and artificial intelligence for inclusive (personalized/individualized) instruction; - to understand the characteristics of assistive technologies; - to understand the characteristics of artificial intelligence and to be able to recognize the risks and potential associated with its use in inclusive instruction.

Additional educational objectives and learning outcomes
Know the main free-to-use technological resources for the creation of illustrated books or texts in symbols and with high readability

Assessment
Creation of accessible teaching material (digital picture book or short teaching unit) and oral discussion of the re-elaboration of the contents.

Evaluation criteria
The final evaluation is expressed in thirtieths. For the practical part that sees the creation of accessible teaching material (digital picture book or short teaching unit) the following are considered and evaluated: consistency with the hypothetical training needs; inclusiveness of the proposal; originality and description of the added value of the technologies; correctness and/or accuracy. For the oral part, the following are considered and evaluated: relevance, argumentative clarity, critical analysis skills, re-elaboration skills, reflection, communication and orientation in the main sources for further learning. The evaluation (in thirtieths) of the work done in the practical part will average with the evaluation (in thirtieths) of the oral discussion.

Required readings

Emili E.A. (a cura di) (2023), Costruire ambienti inclusivi con le tecnologie, Trento: Erickson

 

Gaggioli C. (2025) Leggere e scrivere nell’era dell’IA. Opportunità e sfide per studenti con dislessia, Italian Journal of Special Education for Inclusion (n.1/2025) https://ojs.pensamultimedia.it/index.php/sipes/article/view/7887/7075

 

The course materials prepared by the instructor in addition to the recommended readings (such as slides, handouts, exercises, and a bibliography) and the instructor's course-specific announcements are available on the OLE platform

Supplementary readings

Redaelli L. (2025) La classe potenzIAta. Comprendere e applicare l’Intelligenza Artificiale in classe, Milano: Mondadori

Panciroli C. e Rivoltella P.C. (2025) IA in classe. Didattica con e sull'intelligenza artificiale, Sanoma: Torino

Further information
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