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Physical education, especially in the context of primary school, represents for the child the first and, in some cases, even the only structured setting in which to experiment with motor experiences that have semantic and logical connections with other learnings. It contributes significantly to promote the educational process through the perception of the bodily self, the learning of motor skills, the increase of opportunities to implement motor sequences. in which the child can be fully involved not only on the physical-motor level but also on the cognitive, emotional, and social level. In this context, the aim of this paper is to highlight how, through a conscious pedagogical action oriented towards the proposal of significant motor experiences and the acquisition of new skills, it is possible to promote an adequate didactic planning capable of attributing the right value to motor action. [ABSTRACT FROM AUTHOR]

In the transition from kindergarten to primary school, children are confronted for the first time with new learning, such as reading, writing and arithmetic. In order for this to happen in the best possible way, it is important that the child possesses a series of prerequisites that involve not only the linguistic sphere, but also the motor sphere. In the first years of life, children explore and learn about the world around them through their bodies and movements. Through motor experiences, the child develops not only his physical skills, but also cognitive skills. Promoting the acquisition of didactic and educational skills through physical activity, becomes essential to be able to exert concrete help especially towards those children who have school difficulties or special educational needs. This paper aims to recognize the value of kindergarten in relation to the learning processes of basic skills of reading, writing, arithmetic, socialization, and cooperation. In particular, the purpose is to demonstrate the positive influence of physical activity on school prerequisites. [ABSTRACT FROM AUTHOR]

The difficulty to effectively communicate somehow influences an individual’s life in all its stages. In fact, disabled subjects with Complex Communication Needs (CCN) may deal with significant barriers when communicating with others. Therefore, it becomes necessary to strengthen the existing modes of communication, supplementing them with tools to overcome the communication impairment. Augmentative and Alternative Communication (AAC) tools may come to aid us. AAC “lends” a voice to people with impairments communication issues, supporting them in everyday life by means of symbol or image systems, technologies and digital tools specifically adapted for them. In this paper, we propose a didactic method for learning a foreign language by means of Augmentative and Alternative Communication and with the support of pictograms, for low-functioning ASD students. [ABSTRACT FROM AUTHOR]