L’unitarietà tra spazio inclusivo e tecnologie [immateriali] sostenibili. Modelli innovativi per la progettazione di ambienti didattici inclusivi adatti anche a studenti con Disturbi Specifici dell’Apprendimento – DSA

The educational space and its design represent a first step towards the promotion of inclusive strategies, especially if it hosts activities for students with dyslexia. Indeed the need for social integration and individual works of people with learning difficulties can be better applied in a room designed with precise rules. The set of furniture and the ICT, the digital instruments for dyslexia compensation, have to be integrated with the psychological tools able to improve the students’ self-confidence and the implementation of their capabilities; with this aim the application of proxemic regulations helps to identify the proper distance among students, their colleagues and teachers. The result is a space for students both with dyslexia and not, which allows to work individually, pledging the personal work, optimizing the relations among users and developing a new self assurance, a space which strengthens the existing immaterial technologies and strategies.