School represents the natural place of growth not only for the amount of information that it is able to convey, but even also because this it is a social place environment in which students acquire rules, habits and self-confidence, and learn to manage conflicts and to cooperate. In this situation, Web 2.0 and the creation of a virtual classroom can ensure the right to education while fulfilling the need for continuity and normality, decreasing the risk of interference with individual development, isolation and social and cognitive implosion. An experimental triennial project named TRIS (Network Technologies and Socio-educational Inclusion) is underway within this framework, aimed at experimenting innovative technological and methodological solutions for the educational inclusion of homebound students. In this paper we explore how, on the basis of a model of inclusion crossing three dimensions (technological equipment, BYOD adoption and teaching approach), an inclusive educational process was promoted before the beginning of the experimentation.

The paper presents SMART VIEW a serious game developed with the aim of helping young people with moderate cognitive disabilities acquire those spatial abilities that are key prerequisites to autonomous mobility. The game was conceived for cognitively impaired teenagers; it proposes exercises supporting the acquisition and consolidation of competences related to space awareness and self-perception in the space; such skills are necessary to develop the sense of spatial orientation, which is critical for the target population. SMART VIEW makes use of Touch Screen tables so to allow easier access to the game content and augmented interaction. Particular attention has been devoted to the game interface design, so to make it free from cognitive barriers and fully accessible to the target population. Contents are as close as possible to reality and the educational strategy entails slow and gradual increase of the game complexity, so to properly sustain the users' cognitive effort.

This paper deals with the issue of evaluating, documenting and spreading information about the accessibility of ICT-based educational products and also provides an example of how this can be done. This mainly goes in the direction of concretely supporting e-inclusion and Universal Access to education. As a matter of fact, provided that the accessibility of digital educational resources is carefully assessed and documented, teachers and educators have the possibility to choose and adopt those products that are fully "accessible" by "all" their students. From a wider perspective, this approach also goes in the direction of spreading the "culture of accessibility" and represents a further step onwards to guarantee the inclusion of students with disabilities.

In recent years the issue of accessibility of digital resources has been increasingly studied by the world of research, training, associations and law-makers. If educational software is built without keeping in mind the principles of Design for all, might be considered a new obstacle to learning and an occasion to highlight the limits and not the potential of disabled people. Starting from this, we have carried out a survey among more than four thousand (italian and foreign) educational softwares available on our Educational Software Documentation Service. The result - as one could predict - shows that there are very few software products that can be used for educational purposes which completely satisfy the main accessibility criteria.

This paper tries to answer the research question of whether and how ICT resources can be profitably used to sustain and foster the school integration of immigrant students. lt focuses on written language learning by drawing on a long term research project carried out by the authors. In the framework of this project an evaluation grid was elaborated with the aim of categorizing the written mistakes of the target population; the spontaneous written production of 98 new-immigrant students from 18 different countries was analysed and a global amount of around 25.000 writing mistakes were classified by means of the grid. The paper discusses the results of this analysis and puts forward the idea that the type and number of mistakes committed by immigrant students is strongly related to the type of mother language and, in particular, to its actual differences I similarities with the second language (the language of the receiving country). In the end, few examples of ICT-enabled exercises are presented, in order to provide concrete instances of the intended rationale behind the construction of personalized learning paths for supporting the written language learning of immigrant students.

This paper addresses the needs of low-vision students by examining the development of ZoomLinux, a DVD containing specially selected open source educational software products. The DVD was created in 2008 by a group of researchers1 and professionals2 who have gained extensive experience in visual impairment through studies conducted over many years. ZoomLinux differs from similar products devoted to people with special needs by being "especially normal": the software applications and the platform itself are readily usable by each and every student in the classroom, thus satisfying the most important requirement of e-inclusion. This approach offers new opportunities for educational and methodological settings: the teacher can customize system and software options in order to meet different special needs. For each educational software, the DVD provides detailed informations about strengths, weaknesses regarding use with low vision students, accessibility analysis and notes explaining how teachers can customize the interface.

This paper addresses the needs of low-vision students by examining the development of ZoomLinux, a DVD containing specially selected open source educational software products. The DVD was created in 2008 by a group of researchers1 and professionals2 who have gained extensive experience in visual impairment through studies conducted over many years. ZoomLinux differs from similar products devoted to people with special needs by being "especially normal": the software applications and the platform itself are readily usable by each and every student in the classroom, thus satisfying the most important requirement of e-inclusion. This approach offers new opportunities for educational and methodological settings: the teacher can customize system and software options in order to meet different special needs. For each educational software, the DVD provides detailed informations about strengths, weaknesses regarding use with low vision students, accessibility analysis and notes explaining how teachers can customize the interface.