L’insegnante specializzato tra la seduzione tecnologica e la cura delle relazioni

Abstract

Abstract – The article addresses some critical notes on the risks of a sectorialist view of technologies within the school context, which must be legitimized as a place of care for pupils with "special educational needs" in the necessary revisiting of the dialectic between instituted and institutor. It is a matter of critically analyzing the dilemmatic aspects of the 'apparent antinomy between the appeal of technological language and the need to maintain an educational and didactic gaze capable of going beyond the risk of specialisms, seeking necessary balances and synergistic and inclusive mediations. If recourse to the more specialized, technology-informatics choice in the support of pupils with disabilities is necessary, renewed teacher training must be welded to the epistemological roots of the educational care of the individual in difficulty. Assistive technologies are a key resource for supporting the inclusion of the wide range of diversity in today's school and social fabric.