The Relation Between Mayer’s Multimedia Theory and Berthoz’s Simplexity Paradigm for Inclusive Education

Our society is pervaded by the influence of the new technologies, present in every sphere, and used for a plurality of objectives, from simple information on events, news characterising the world around us, to education, which therefore envisages the use of the new technological means as a tool for personal and cultural growth. This preponderance of multimedia leads to a necessary updating of teachers’ skills and their progressive adaptation to the new ways of communicating with children, through direct work on the design of activities that meet the needs of everyone. This implies a new way of constructing learning paths for their learners. In this contribution, two models will be presented and compared using inclusion as a key, namely Mayer’s multimedia theory and Berthoz’s simplexity theory. An attempt will be made to identify the points of connection between the two paradigms and their founding principles/properties, to rethink inclusive processes through multimedia, through a new perspective of intervention by the teacher and responding to the different cognitive and learning styles of the learners, according to a non-linear didactic approach that can be flexibly adapted to the change also characterising the field of special education.