In recent years there has been a proliferation of initiatives designed to make accessible the audiovisual messages, through a technological process called audio description (AD): it is an assistance and support service, composed by a set of techniques, methods and skills whose main goal is to reduce the visual deficit by making accessible the visual message through appropriate audio substitute informations. It is a voiceover, aimed at describing aspects of audiovisual products that are not accessible: visual component (shares, body language, facial expressions, setting, clothes/costumes). Everything that is used to refer to the “visual world” is made accessible by a verbal description that fits between the dialogues, does not overlapping to the significant music and sound effects (Orero, 2007; OFCOM, 2000).

In recent years the pedagogical reflection considered the AD a field of study close to their research interests (Fiorucci & Pinnelli, 2013). According to the ICF point of view (WHO, 2001) AD may have a facilitating role in the social and educational contexts (inclusion and social participation, learning). Conversely, its absence would be a barrier for a blind person: the increase of the digital and social divide. Studies about AD conducted in recent years, have focused on the evaluation of the benefits that such support may have about: learning processes, mentalistic abilities and social inclusion (Pinnelli, 2012; Fiorucci, 2012).

AD can generate, through few words but carefully chosen, long-lasting and clear images in the mind of blind, in particular, through the use of new vocabulary, comparisons and simple metaphors, thus facilitating learning and by improving their skills language (Snyder, 2005; Hernández-Bartolomé; Mendiluce, Cabrera 2004); it help developing and improving new visual knowledge. Therefore, AD may promoting a sense of independence, equality and participation.

The contribute shows the methodological framework and the first results of a project research carry out by the Centre on New Technologies for Inclusion, at the University of Salento: the AD of the feature film Kirikou and the Sorceress, written and directed by Michel Ocelot in 1998.

The research project involved 10 primary school classes, around 200 children, in the province of Lecce (a Southern Italy City) and it is aimed to assessing the teaching effectiveness to improve school inclusion and use of language and to make accessible the lexical knowledge in primary school pupils (blind and no) through use of audio description (AD).

The feature film was shown in three different ways: use in the dark (standard mode with AD, without video), integrated use (standard mode with AD) and standard use (standard mode without AD). The working group produced a questionnaire designed to assess: memory, sequentially, references to AD, understanding of the filmic text and language.

The survey aims to explore the results about:
• the improvement and interference in the processes of learning and understanding the messages associated with these productions;
• the opportunities to establish a participatory and inclusive climate among users
• the ways with which the pupils try to activate the own other senses.

Keywords: Didactic, special education, audiodescription, inclusion.