ABSTRACT
– This chapter opens the field to the role that sound plays within the characteristics of the learning specific problems and, in particular, dyslexia. The mediation hypothesis between subject/object occurs through different things with physical nature, such as smartphones, tablets, notebooks, PCs, and immaterial and, therefore, related to software development that can develop remote cloud higher-level assistive systems. The objective complexity is often evident in the diagnosis of SLD (Specific Learning Disorders) resulting from the identification of whether the problems are associated with the emergence of reading problems coming from a low mechanism of compensation and a poor acquisition of the necessary reading skills or depended on inadequate levels of neuronal communication at specific frequencies. All inclusion processes go through the use and implementation of technological systems; in this sense, we can say that mobile technology and inclusive approaches are closely related. This research tries to overcome this dichotomy mediating between specialized instances, investigating in our case the role of audio and sound in learning processes through technologies on the one hand while, on the other hand, offering an overall view on the relationship technology/education looking at theoretical educational aspects.
