Abstract
The transition to distance learning during the COVID-19 pandemic uncovered criticalities in the participation of students with special educational needs. The BESt-DaD project responded to these difficulties by developing a user-friendly online platform aimed at accommodating these students’ neurocognitive profiles, ultimately promoting inclusion. Together with the platform, specific adapted activities and personalized digital didactic materials were designed, and a training program was implemented to support teachers in using BESt-DaD’s tools and functionalities. The effectiveness of BESt-DaD platform and the associated teacher training program were evaluated by questionnaires. Results showed that teachers who participated in the project appreciated the platform’s accessibility and its positive effect on learner motivation and classroom interactions. Moreover, the ad hoc training motivated teachers to revise their educational-teaching methods with an inclusive approach. Although developed for distance learning, the BESt-DaD can be integrated into face-to-face teaching to promote the participation and inclusion of students with special educational needs.
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