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Francesca Finestrone

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The path of inclusion and the digital challenge

FINESTRONE FRANCESCA & SAVINO FRANCESCO PIO

data

covid-19

DIGITAL SKILLS

This is an index

SOFT SKILLS

SPECIAL NEEDS

teachers

laws

thanks

Students with disabilities (absolute values)

253.421

2017

297.350

2020

281.565

2019

266.575

2018

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Duis autem vel eum iriure dolor in hendrerit in

step 1

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What is the Digital Competence?

"confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It is defined as a combination of knowledge, skills and attitudes.”

Council Recommendation on Key Competences for Life- long Learning

ITALY AMONG THE LAST COUNTRIES IN EUROPE FOR DIGITAL SKILLS AT LEAST BASIC SKILLS OF THE POPULATION

Istat, 2023

Synthesis and organization

The three pillars of presentation

Digital content creation

Safety

Communication & Collaboration

Achieving a good level of digital literacy;
discriminate risks and threats in digital environments;
create solutions to solve complex problems with many interacting factors;

Interaction;
Sharing;
Engaging;
Netiquette.

Integrating and re-elaborating digital content;
Identifyng digital competence gaps;
empowering poor and marginalized people to take advantage of burgeoning global opportunities.

Digital divide for whom?

KNOWLEDGE ATTITUDE ABILITY SKILLS

lack of technological resources or access to services by some;
inability in setting up teaching-learning modes with different designs and settings.

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understanding digital competence as a cross-cutting aspect in various fieldsincluding work, education, leisure, social inclusion, and civic participation;

Identifying factors as barriers to effective technology use;

highlights their potential in enhancing self-directed learning and goal setting;

online learning offers a wealth of opportunities, including video tutorials, webinars, blended learning courses, and Massive Open Online Courses (MOOCs);

underscoring the rapid advancements and uncertainties surrounding AI and its implications for society, highlighting the need for ongoing learning and adaptability.

Communicating in the same old ways is boring and doesn’t engage people

Gaps

Three main digital skills

Identifying facts from false information,

managing 'information overload',

surfing safely online .

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The Digital Education Action Plan (2021-2027)

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The Digital Education Action Plan (2021-2027)

Assistive technology and special needs

"Assistive technology consists of devices and services. An assistive technology device is an item or piece of equipment that helps a person with a disability increase, maintain, or improve a student’s functional capabilities"

Disability Rights Washington

The Digital Education Action Plan (2021-2027)

Assistive technology and special needs

evaluation of a student’s need, including a functional evaluation in the student’s customary environment;

training technical assistance for a student, his/her family and other professionals who provide services to or are otherwise substantially involved in the student’s major life functions, e.g. special needs teachers.

THE AIM

Build and enhance education facilities that are sensitive to the needs of children, disabilities, and gender equality, and provide dedicated learning environments that are safe, nonviolent, and inclusive for all

- AGENDA 2030 - Goal 4.a

Il cammino dell'inclusione e la sfida del digitale

Legge 1859/1962

Articolo 34 Costituzione

Articolo 3 Costituzione

Legge 104/1992

Legge 517/1977

ICF

Linee Guida BES 2012

DigCompEdu

Legge 107/2015

Legge 170/2010

Legge 66/2017

Art. 3 All citizens have equal social dignity and are equal before the law, without distinction of sex, race, language, religion, political opinion, personal and social conditions. It is the task of the Republic to remove those obstacles of an economic and social nature which, by limiting the freedom and equality of citizens, prevent the full development of the human person and the effective participation of all workers in the political, economic and social organisation of the country.

At present, Italy appears to be one of the European countries with a fully inclusive education system, with cutting-edge legislation, as demonstrated in Article 3 of the Italian constitution, where the principle of equality is expressed in all its forms:

Art. 34 Cost. The school is open to all. Lower education, provided for at least eight years, is compulsory and free. The able and deserving, even if deprived of means, have the right to reach the highest levels of education. The Republic makes this right effective by means of scholarships, family allowances and other benefits, which are to be awarded by competitive examination.

This attitude is also echoed in Article 34 of the Constitution, which is not by chance included in the 'Ethical-Social Relations' section of the Italian Constitution and which clearly states the right to education.

It must be emphasised, however, that although this right rises, in the scale of the sources of law, to the rank of a fundamental right of the person, it did not find rapid and real application until 1962 when, in Article 12 of Law 1859, the legislator decreed that: " Differentiated classes may be established for school maladjusted pupils [...]."

This is why Law 517/77 abolished the differential classes in favour of people with disabilities. This law appears to be the first real step towards a truly inclusive education as it provides for the first time a whole series of important measures all aimed at guaranteeing the right to study that we have already mentioned.

The real Copernican revolution took place with Framework Law No. 104/1992 because this law defines what is meant by the term disability and the general principles of the rights of disabled people.

The next stage is represented by the 2012 Guidelines on Special Needs (SN). The opening Guidelines emphasise that every pupil, either continuously or for certain periods of time, can manifest SN, and therefore the culture of inclusion must be strengthened, also by deepening the relative skills of teachers, aimed at a closer interaction between all the components of the educational community.

Another very important milestone is represented by the National Digital School Plan (NDSP), a fundamental pillar of Law 107/2015 (the so-called La Buona Scuola), which aims to modify classically understood didactics in view of the acceptance of the vision of Education in the digital age and which appears, with good reason, to be the heart of the National Digital School Plan

The NDSP aims to develop students' digital competences, their of learning and the impact they will have on society as citizens, but above all as professionals.

The emergency situation related to SarsCov-2 has highlighted not only the unpreparedness of the school system to cope with the new demands of education, but also and especially a poor level of digital literacy.

In fact, ISTAT data show that Italy currently ranks fourth to last in Europe in digital skills.

ISTAT, Competenze digitali dei cittadini, 2023,

In this sense, digital literacy appears to be an absolute necessity for the society in which we live, and the data from the 2022 Annual Report of Intelligence and Homeland Security Agency (AISI) also show this.

This is a worker we will call Dave, and this is an incident that happened.

Dave loved to comment on the news of the day on his you tube channel, and to do so he used the workstation that the station's software engineer, lent him. As you can see behind Dave's back, who worked at France 2, a very famous France's TV station, are the credentials of the computer engineer's administrator account.

This is another case of how lack of digital literacy can lead to truly extreme consequences.

In this case, our Dave, simply chose a password that was too weak, in this case the Islamic State hacked the Associated Press twitter account,

We annihilate boredom

Obviously, these are striking cases but they exemplify what the Digital Competence framework says, developing digital competencies is a necessity not only for the growth of learners but also of the professional of the future by eliminating the so-called human factor and making our companies and professionals truly competitive in the world of work.

CONCLUSION

thanks for your attention