Philosophy for everyone: use of AAC for a new mode of inclusion of the discipline for students with autism and cognitive disability

Abstract

This contribution resulted from the research and challenge of the need of making the content of the discipline of philosophy accessible and adaptable for students with autism and significant disabilities. The study brings together and describes the best operational practices put in place to foster the inclusion of the students in the discipline, highlighting how their educational needs were addressed and the methods of participation and inclusion. By adopting a co-teaching approach, goals, methodologies and tools were identified that integrated the Individualized Education Plan with the curricular programming of the class. This enabled the creation of a shared learning environment and educational pathway that enhances the potential of all students, promoting flexible and participatory learning based on AAC. This contribution aims to highlight how the entire classroom context and the educational community is enriched and «co-evolved» by the contamination with the AAC's operational modes and inclusive tools. Finally, the contribution outlines some possible research pathways promoted by the «generalization» approach and the peculiarities of the contamination of educational co-responsibility.