Visually impaired children and apps: sharing formal and informal information to orient the choice


  • Sabrina Panesi Istituto tecnologie didattiche - CNR
  • Giovanni Paolo Caruso Istituto Tecnologie Didattiche - CNR
  • Lucia Ferlino Istituto Tecnologie Didattiche - CNR
  • Silvia Dini Istituto David Chiossone Onlus



shared knowledge, low-vision, education, rehabilitation, apps


Digital technologies play an important role in the development of visually-impaired children, who require early intervention to help sustain and improve their visual capacity throughout childhood, and also to stimulate their other senses so as to prevent any global development deficit.

To this end, therapists, parents and teachers must be able to choose from a wide range of suitable, up-to-date resources that have been field tested and are well organized so that they can be located easily and rapidly as required.

To respond to these needs, the authors have been involved in a research project, which has defined the key features of apps that make them suitable for use by and with visually-impaired children. Subsequently, the project developed an online environment that combines structured information from experts with the practical know-how of the user community in a joint effort to support the choice of  the most suitable resources to use in different contexts and with different users.


Bocconi, S., Dini, S., Ferlino, L. & Martinoli, C. (2007). ICT Educational Tools and Visually Im-paired Students:Different Answers to Different Accessibility Needs. Lecture Notes in Computer Science, vol. 4556 (7); p. 491-500.

Bocconi, S., Dini, S., Ferlino, L. & Ott, M. (2006). Accessibility of educational multimedia: in search of specific standards. International Journal of Emerging Technologies in Learning (iJET), 1(3), 1-5.

Bolter, J.D., Grusin, R. (2002). Remediation. Competizione e integrazione tra media vecchi e nuovi. Milano: Guarnii e Associati.

Bonaiuti G., Calvani A., Menichetti L., Vivanet G. (2017). Le tecnologie educative, Roma: Carocci editore.

Caruso, G., Dini, S., Ferlino, L., Panesi, S. (2017). Web 2.0: a new opportunity to create shared knowledge to support visually-impaired children in education and rehabilitation, Proceedings of the iCERI 10th annual International Conference of Education, Research and Innovation, Seville (Spain) 16th-18th of November.

Corazza, L. (2007). Internet e la costruzione di un sapere interculturale. Ricerche di Pedagogia e Didattica, 2; 1-12.

Dini, S., Ferlino, L. & Martinoli, C. (2004) Usability of educational software for visual impairment: a question of viewpoint, in Computer Helping People with special needs, 9th International con-ference ICCHP Paris (France): 575-582.

Dini, S., Ferlino, L., Martinoli, C. & Ott, M. (2005). Low Vision Students: Considerations about the Accessibility of Educational Software in Stephanidis, C. (Ed.). Universal Access in HCI - Ex-ploring New Dimensions of Diversity. Proceedings of the 3rd International Conference on Uni-versal Access in Human-Computer Interaction, Las Vegas, Nevada, USA, 22-27 July 2005. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Dini, S, Ferlino, L., Gettani, A., Martinoli, C., Ott, M. (2007). Educational software and low vision students: evaluating accessibility factors. Universal Access in the information society, vol. 6 (1); 15-29.

Dini, S., Ferlino, L. (2016a). App: una grande tecnologia in mani molto piccole., 20 (1), 50-56.

Dini, S., Ferlino, L. (2016b), La conoscenza tra le dita dei bambini. Imparare e giocare a tempo di app, TD Tecnologie Didattiche, 24 (3), 147-155.

Dini, S., Ferlino, L. (2016c). Documentarsi sulle risorse digitali, nell'era dei social: da Essediquadro al progetto SHAREHAB, intervento al convegno "Disabilità visive. Ricerca/intervento per una migliore qualità della vita", organizzato dalla Facoltà di Medicina e Psicologia de La Sapienza, Roma 14 dicembre 2016.

Ferlino, L. (2015). Il nuovo servizio online Essediquadro. Rubrica Strumenti, TD65.

Levy, P. (1996). L’intelligenza collettiva. Per un’antropologia del cyberspazio, Milano: Feltrinelli.

Panesi, S., Caruso, G.P., Ferlino, L., Dini, S. (2018). Choosing apps for rehabilitation, learning and leisure activities involving visually-impaired children. Proceedings of EDULEARN18 10th an-nual International Conference on Education and New Learning Technologies, Palma (Spain) 2nd-4th of July, pp. 10258-10264. doi: 10.21125/edulearn.2018.2493. ISBN: 978-84-09-02709-5. ISSN: 2340-1117

Panesi, S., Caruso, G.P., Earp, J., Ferlino, L., Dini S. (2019). Visually-impaired children and apps: sharing informal and formal information to guide choice. Proceedings of INNODOCT 2019, In-ternational Conference on Innovation, Documentation and Education, Valencia, 6 th -8 th No-vember. ISBN: 978-84-9048-799-0

Panesi, S., Ferlino, L. (2019). Using Apps in Formal Education to Improve Executive Functions in Preschoolers. Proceedings of INNODOCT 2019, International Conference on Innovation, Doc-umentation and Education, Valencia, 6 th -8 th November. ISBN: 978-84-9048-799-0

Pantazopoulos, G.A. (2017). Knowledge Networks: A Key Driver for Technological Advancement and Social Progress. Journal of Failure Analysis and Prevention, 17 (5) pp 823–824.

Stoll, L. (2005). Developing professional learning communities: Messages for learning networks. Disponibile al link: Data ultima consultazione: 28 marzo 2018

Stoll, L. (2006). Professional Learning Communities: A Review of The Literature. Journal of Edu-cational change, 7, 221-258

Trentin, G. (2000). Dalla formazione a distanza alle comunità di pratica attraverso l’apprendimento in rete. Tecnologie Didattiche, 20, 21-29.

Trentin, G., (2004). Apprendimento in rete e condivisione delle conoscenze. Milano: Franco Angeli.



How to Cite

Panesi, S., Caruso, G. P., Ferlino, L., & Dini, S. (2020). Visually impaired children and apps: sharing formal and informal information to orient the choice. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 15(2), 1–15.