Complex Communication Needs and Augmentative and Alternative Communication: an inclusive planning in Italian primary schools.

The current Italian ministerial regulations are asking for a reconsideration of teaching procedures, in the educational field, with the aim to build concrete inclusive paths for each and every single one, regardless of the presence of disabilities, conditions of economic-social disadvantage or linguistic-cultural diversity (Ministerial Decree, 2012; 2013). Today more than ever, the Italian school has been given the task to face the complexity and heterogeneity of its classes, to provide everyone with quality, fair and inclusive education and learning opportunities (UNESCO, 2015), through a renewal of educational processes starting from the shared planning of school curricula (Booth, 2011; Mitchell, 2014, Cottini, 2017). Having set these preconditions, an example of educational planning in the primary school can be made where, in presence of a student with complex communication needs, the planning of the didactic itinerary, focused on the use of Augmentative and Alternative Communication (Mirenda P., Beukelman, D.R., 2013),has been developed with the aim to make educational objectives, teaching methodologies, disciplinary contents, environments and activities for the whole class as inclusive as possible (Cafiero, J.M., 2005). The inclusiveness of educational paths derives from a constant union between theory and pedagogical practice, resulting from technological innovations, strategies and methodologies inspired by the principles of neurodidactics, which harmoniously converge in the teaching-learning process by suggesting new lines of research and original courses for inclusive teaching.