DOI: 10.4018/IJDLDC.2019070101 International Journal of Digital Literacy and Digital Competence Volume 10 • Issue 3 • July-September 2019 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 1 Assistive Technologies, Digital Literacy and Didactic for Inclusion Eugenia Treglia, University of Cassino and Southern Lazily, Cassino, Italy Angela Magnanini, University of Rome “Foro Italico”, Rome, Italy Gianni Caione, University of Rome “Foro Italico”, Rome, Italy Monica Alina Lungu, University of Cassino and Southern Lazio, Cassino, Italy ABSTRACT This article aims to investigate the relationship between technologies and disabilities in the field of special education. In particular, this article discusses the role of aiding technologies, such as augmentative and alternative communication (AAC), in the learning and integration processes of people with disabilities, with a focus on autistic spectrum disorders. To facilitate the accessibility of tools and IT products, various types of aiding technologies are now available, namely a set of hardware and software technical solutions that provide working configurations suitable for the special needs of users, allowing them to overcome the disadvantage gap resulting from a specific disability. The AAC, as an aiding technology, in addition to fostering communication processes, allows the user with autism spectrum disorders to interface in a more functional way with the computer tool, and thus to implement its digital literacy and consequent learning possibilities. KeywoRDS Aiding Technologies, Augmentative and Alternative Communication, Autism, Digital Literacy, Disability 1. INTRoDUCTIoN In today’s society it is now evident that in order to study, work and communicate, it is necessary to develop and possess a good competence in the use of technologies. Students are increasingly required to develop skills, and be able to use them appropriately (Prensky, 2012), to succeed in an increasingly complex society with a strong influx of information and stimuli. There is much debate in the school system today about the introduction of information and communication technologies in teaching. One wonders what impact their use can have and what skills and abilities the teachers should develop to use the available IT tools in a functional way as a valid support for achieving specific learning objectives (Calvani, 2007; Lévy,1999). The reflection becomes even more complex if we consider the use of technologies in teaching pupils with disabilities or special learning needs. In this case, the question would be how technology can help to achieve teaching and learning objectives, facilitating the acquisition of knowledge, and when it can help to overcome specific difficulties and problems, in order to ensure a real inclusion in the class.