Although mobile phones (MPs) are inexorably changing the forced migration experience, the realm of digital migration studies is still fragmented and lacking an analytical focus. Many research areas are still unexplored, while no narrative, scoping or systematic reviews have been conducted on this topic to date. The present review analyzed scientific contributions in Humanistic and Social Sciences with the aim to provide an overview of existing studies on the role of mobile phones (MPs) on refugees’ experience, and to inform practice and policymaking for advancing the use of MPs for the protection of migrants’ human rights. A scoping review was conducted using the Arksey and O’Malley framework and the JBI Reviewer’s Manual recommendations. A three-step search was carried out in four bibliographic databases by three independent reviewers. Review selection and extraction were performed using an interactive team approach. Forty-three theoretical and empirical contributions were selected, and their content analyzed. The contributions ranged from 2013 to 2018 and varied in terms of disciplines, objectives, methodology, contexts, and migrants’ origin, with the most studied group being Syrians. Five different topics concerning refugees’ experience and MPs’ usage emerged: (a) media practices in refugees’ everyday lives; (b) opportunity and risks of MPs during the migration journey; (c) the role of MPs in maintaining and developing social relations; (d) potential of MPs for refugees” self-assertion and self-empowerment; (e) MPs for refugees’ health and education. The results showed that modern devices, such as mobile phones, bring both risks and opportunities for refugees’ experience, thereby both favouring and threatening asylum seekers’ and refugees’ human rights. Recommendations to policymaking and services and associations for advancing the use of MPs for the protection of the rights of migrants have been proposed.

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This article reports the specific disorders and difficulties in school learning settings and its frequent and relevant problems, as outlined in psychological literature and pedagogical sciences. These definitions are recognized and fully contemplated by the Law in several European countries, including Italy, and treatment, educational and relational guidelines are proposed, to be considered in a logic of protection and promotion of the child’s well-being (as a children or teen) with its specific learning disability. This document contains a first approach to the subject, aimed to inform and guide for the identification and distinction of this pathologies, which can coexist, and to limit their negative effects, which could compromise the child’s growth and development, especially if addressed early. Specific learning disabilities are related to reading, writing and mathematical calculation; it is important that in a school context the operators are (in) formed, in order to face and guarantee every day the realization of student’s learning and educational work in general.

The article deals with theoretical and methodological aspects of preschool teacher's activity in overcoming social insecurity of preschool children in inclusive education. The modern scientific and methodological researches on creation of an inclusive environment in a preschool education institution in which priority is active interaction, personal growth of children of preschool age, including children with disabilities, which would allow to successfully adapt to society, to solve difficult questions of vital activity, to analyze life , the achievement of individual and public goals. The article contains the results and analysis of the responses of teachers of preschool education institutions and elementary schools from different regions of Zhytomyr region (57 people), collected through an anonymous survey in July 2018 during the Summer School in the framework of the Italian-Ukrainian cooperation project "Preschools and Relations between family, society and educational institution for children with special needs from 0 to 6 years in Zhytomyr region-Ukraine" (2015-2017) and work of annual (from 2016 to present) Ukrainian-Ukrainian School

This article aims at approaching the role of education in accompanying the growth of blind children from early childhood. Blindness has several impacts on the juridical, medical, social and educational plans, which concur in defining the blind person, together with the individual features and cultural contexts in which the person lives. Here we will focus on the first years of life, to understand the most crucial factors in the development of the blind child from an educational perspective. The article puts forward a multidisciplinary educational method, where an equipe should take care of the blind child and elaborate objectives together with the family. Communication among adults observing the child in different life contexts is particularly important, allowing timely compensation interventions. An attitude of continuous observation and mediation with the family allows an authentic child-centered approach.