Inclusione e contesti. Un’indagine su font e Alta Leggibilità tra lettori eterogenei

Abstract

The paper presents the methodological approach and preliminary data of a study aimed at defining the choice of a more functional typographic font for the reading task. The guiding perspective of the research was not to identify the optimal solution for the dyslexic reader in school age, or for the reader with general reading difficulties but, in a Universal Design perspective and therefore of substantial inclusion, to identify a methodological choice that embraces an audience as wide as possible, heterogeneous in terms of age, educational qualification, presence of difficulty, reading expertise, in order to avoid forms of stigmatization and discrepancies in the solutions and tools that can be used in the classroom.