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This paper describes the relationship between poverty and digital illiteracy. The problem of the digital divide, which affects people living in disadvantaged conditions, especially those on low incomes, refers to critical factors such as illiteracy and digital exclusion. The increasing diffusion of technologies is progressively reinforcing the exclusion of certain socially disadvantaged groups, especially in terms of access and relevance of technology use. In fact, data show that where poverty rates increase, digital literacy is lower, as poorer people are less likely to be involved in literacy processes and to acquire skills that enable them to interact with the digital world. So, while digital represents a real opportunity for those most at risk of poverty, it also tends to penalise them, creating digitally disadvantaged subgroups. With the increasing digital integration in society, production, education, and everyday life, we are witnessing changes on an unprecedented scale. The paper focuses on the causes of digital inequalities and the inclusive policies that countries, governments, and institutions should offer to the whole population, especially socially disadvantaged groups, to improve access and use of digital technologies. [ABSTRACT FROM AUTHOR]

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]

The paper aims to analyse the opportunity to promote the scholastic inclusion of pupils, through physical education. In the first instance, the historical process that has seen the transition from the concept of school integration of pupils with disabilities to that of inclusion through the introduction of regulations suitable for protecting the educational needs of each one will be explored. The potential of physical education will be explored through the structuring of new ways of designing and managing educational practice as an exercise of active and inclusive citizenship. Attention will also be focused on the mind-body binomial, with a view to the potential of the Embodied Cognition paradigm, which can take on a formative and pedagogically significant value, both by soliciting all those components of an expressive-communicative nature that support the union between body, mind, emotion, cognition and environment, and to further qualify inclusive processes in the context of ordinary teaching. [ABSTRACT FROM AUTHOR]

The motor/sports approach offers the possibility of transferring knowledge using the body as a learning tool, allowing students to acquire skills in a practical and engaging way. The aim of this paper is to underline the importance of Universal Design for Learning (UDL) in school contexts as a tool to foster inclusion through the teaching of Physical Education. The UDL approach applied to the motor-sports context makes it possible to promote inclusion in training by designing interventions that take into account the different abilities and needs of students. The performance of different activities during the hour of Physical Education tends to encourage the active participation of students, favoring the development of motor skills and promoting a healthy and active lifestyle. [ABSTRACT FROM AUTHOR]