UNIVERSAL DESIGN FOR LEARNING IN AN INCLUSIVE GEOGRAPHY PROJECT

One of the founding principles of Universal Design for Learning is that which takes into account the real accessibility to learning processes, the recognition and enhancement of the differences of each person, and highlights how the objective of training contexts is not simply to transmit information, but to encourage changes in knowledge and skills. Based on this approach, thanks to the use of technology, a specific Geography lesson will be built for students with ADHD (Attention deficit hyperactivity disorder) and addressed to the whole class. A lesson will be designed with the help of Google My Maps, as this tool allows you to easily place the theoretical part in a space that can be represented and told through images, videos or different types of content. Thanks to this tool it is possible to manage the process of creating a map, foreseeing moments of work in presence and integrating them with the theoretical part of the argument under consideration. Taking advantage of the possibility of working on multiple levels, each level can be dedicated to an aspect of the territory, for example: territorial characteristics; urban planning, tourism; history; gastronomy; folklore and traditions. The different levels will allow the student to have not only a complete picture of the territory and its aspects, but thanks to the enrichment with multimedia contents, it will be possible to fix the concepts in the mind of the students. This discourse is further expanded when it comes to pupils with special needs, since it is a didactics that aims to simplify the learning work and at the same time to capture attention. This approach also guides teachers in identifying potential barriers to learning and reducing them through flexible paths so as to provide sufficient options and alternatives for the success of each student.