Interventi scolastici abilitativi con l’ausilio delle TIC assistive per alunni con disturbo dello spettro autistico Enabling school interventions with the aid of assistive ICT for pupils with autism spectrum disorder

This paper analyses the role of assistive ICT in educational interventions for pupils with autism spectrum disorder in nursery and primary schools from an inclusive learning design perspective. Starting with the historical regulatory framework in Italy and Europe, it traces the shift from a medical care model to a bio-psychosocial ICF-based approach, recognising technologies as pedagogical mediators within the PEI (Personal Education Plan) and inclusion measures. It then provides a critical review of the latest scientific evidence on the effectiveness of assistive ICT for augmentative and alternative communication (AAC), structuring the learning environment, accessing curriculum content, and regulating the emotions and senses of pupils on the autism spectrum. The practical section presents examples of evidence-based teaching practices in nursery and primary schools, focusing particularly on the use of tablets and AAC apps, digital visual diaries, learning software, and tools for emotional well-being integrated into personalised learning pathways. The article aims to provide teachers, educators, and inclusion professionals with a theoretical, methodological, and operational framework for the informed use of assistive ICT to support communication, participation, autonomy, and socio-emotional development in pupils with autism spectrum disorder.