Course Topics
The course develops the following competencies from the graduate profile: - Use various types of technological tools for students with disabilities - Create “barrier-free” texts and other educational materials, for example, following the Universal Design for Learning (UDL) approach.

Propaedeutic courses
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Teaching format
Collaborative and hands-on activities The course is primarily workshop-based, involving pair and small group work using personal devices and free digital tools that can be easily applied in real school settings. Integration of theory and practice Short lectures will provide essential theoretical frameworks and key principles, spread throughout the sessions to encourage critical thinking and discussion on the use of digital tools and inclusive practices in lower secondary education. Final project work Participants will develop a group project (project work), which will be presented publicly and will form an integral part of the course assessment.

Educational objectives
Knowledge and Understanding - Understand the role and potential of technological tools to support inclusion for students with disabilities. - Know the principles of creating barrier-free educational materials, including the Universal Design for Learning (UDL) approach. Applied Knowledge and Understanding - Be able to select and effectively use various technological tools tailored to the needs of students with disabilities. - Design and produce accessible texts and educational materials that follow inclusive design principles. Making Judgment, Communication Skills, and Learning Skills - Critically evaluate the effectiveness and appropriateness of technological tools in promoting inclusion. - Communicate clearly about the use, benefits and risks of inclusive technologies.

Assessment
The exam will consist of an oral exam, during which participants will begin with the project work completed in the workshop to demonstrate their ability to reframe the experience from a broader perspective, relevant to the school context. During the exam, the instructor may also propose a simulated teaching case, useful for assessing the understanding and application of the content covered.

Evaluation criteria
The laboratory will be evaluated based on a combination of two components: - Assessment of the project work according to the specified criteria for its development; - Assessment of the oral exam, with particular focus on the ability for critical analysis and personal reflection regarding the use of technology within the relevant school grade.