Bubble

Digital literacy

User interface

World Wide Web

Linguistics

Mathematics education

Philosophy

Pure mathematics

Digital inclusion

Social psychology

Augmentative

Field (mathematics)

Inclusion (mineral)

Pedagogy

Augmentative and alternative communication

Literacy

Operating system

Special needs

The Internet

Psychiatry

Developmental psychology

Set (abstract data type)

Parallel computing

Computer science

Autism

Maximum bubble pressure method

Software

Psychology

Mathematics

Interface (matter)

Assistive technology

Programming language

Human–computer interaction

Multimedia

International Journal of Digital Literacy and Digital Competence

This article aims to investigate the relationship between technologies and disabilities in the field of special education. In particular, this article discusses the role of aiding technologies, such as augmentative and alternative communication (AAC), in the learning and integration processes of people with disabilities, with a focus on autistic spectrum disorders. To facilitate the accessibility of tools and IT products, various types of aiding technologies are now available, namely a set of hardware and software technical solutions that provide working configurations suitable for the special needs of users, allowing them to overcome the disadvantage gap resulting from a specific disability. The AAC, as an aiding technology, in addition to fostering communication processes, allows the user with autism spectrum disorders to interface in a more functional way with the computer tool, and thus to implement its digital literacy and consequent learning possibilities.

Assistive Technologies, Digital Literacy and Didactic for Inclusion