{'fraction_non_alphanumeric': 0.011589403973509934, 'fraction_numerical': 0.0, 'mean_word_length': 5.716666666666667, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Inclusion and Universal Design for Learning in Italian Schools

The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and multimediality in all the domains of everyday life, indeed, school is required to explore the potential and meaning of educational technologies. During the last years, in light of these new requirements, national and international educational policies have tried to take advantage of the opportunities offered by new technologies to create flexible educational pathways so as to ensure equal access to information and learning processes, by promoting the elimination of all barriers that deny students the right to education. In the perspective of inclusive education, technologies within the educational field can't only represent a compensatory tool to support students with disabilities or with learning difficulties, but they also definitely play a very important role in the reconfiguration of learning environments by creating the necessary conditions for the promotion of each student's differences and abilities.