The flipped classroom allows to go beyond the organizations and hierarchical divisions within the class; both teachers and students, in fact, place themselves on the same level and share a common goal: to conduct an analysis of a specific topic to share the knowledge that each of the participants has or has acquired, in order to address it from one point of a broader view and consider aspects that perhaps, from a subjective perspective, had not been taken into consideration or had not been fully acquired. Another non-negligible aspect of this philosophy is the conscious and correct use of technologies. Also in this case, many will say that today’s kids already spend too many hours in front of smartphone or computer screens and that stimulating them to use these means could be counterproductive as it would mean, in a certain sense, almost instigating students to get distracted. In fact, however, if it is true that the network and new technologies are a vast area where you can find a vastness of material and, why not, of distractions, it is also true that, if the session has been correctly planned by the teacher and it is not simply used as a “hole stage” activity in the event that you do not want to take a lesson, the teacher will be able to direct students to sources, sites and materials suited to their knowledge, appropriate to the context and captivating. For example, videos and multimedia content can be a valid alternative to the frontal explanation. They are, in fact, more captivating and stimulating for children and can also represent a more usable source of information than books or notes for children with LD who would therefore have the opportunity to participate more actively in the proposed activities.