The primary objective of the project is to educate adults, specifically teachers and parents of children in the 6-14 age group, about the world of Rare Diseases at school. The post-pandemic period constitutes a fertile ground for initial access to knowledge of the world of R.D. as we have all experienced a real situation of diagnostic-therapeutic-preventive ignorance typical of R.M. aided by widespread social phobia. R.E.D. constituted an opportunity for digital education, a method for the development of knowledge and the use of digital platforms for inclusive education. The pandemic era has caused social exclusion for all, physical distancing, social decay and educational poverty, formerly the prerogatives of rare and frail people today also supported thanks to the Red course officially promoted by Ensa on the websitehttps://en-sel.eu. An important objective in the implementation is emotions: to ensure the continuity of qualitative continuity of educational/didactic services for primary and secondary schools, in the presence and at distance; develop digital competencies with a focus on the inclusion of fragile pupils.
90% of Rare Diseases emerge in childhood, leading to severe disabilities and significantly affecting the daily lives of patients and parents. Teachers and parents lack R.D. knowledge, means and methods suitable for the inclusion of a child with R.D. in a socio-educational daily routine. R.E.D. First project was designed by R.M. patients to break down the scourge of social/cultural exclusion in favour of the community according to the new requirements of integrative education that needs empathy and the ability to interact at a distance or in presence. It has developed and deepened the many aspects of the reality of a child with M.R. through digital tools for didactics. Technology enables virtual and physical intergenerational contact beyond limits and accessibility, allowing accessibility, allowing the educated adult to interact with the child/student and build a quality relationship with him/her throughout the school process. The need we have responded to is the way in which the right to study is guaranteed for students with M.R. where emotions play a fundamental role, ensuring the qualitative continuity of the educational/didactic services in the presence and at a distance.