In recent decades, Italian schools have made significant progress towards school inclusion. With the introduction of Special Educational Needs (SEAE), the education system has sought to respond in an increasingly flexible and personalized way to the needs of students. This article analyzes part of the evolution of standards, some theoretical models and some operational tools underlying an inclusive approach to teaching, with particular reference to design realities such as the Universal Design for Learning (UDL) and the Index for Inclusion. Case studies and good practices adopted in the Italian context are also presented. The objective is to provide an up-to-date and critical picture of inclusive educational innovation processes (Booth & Ainscow, 2002; Demo, 2019) also with the use of digital tools. This development will be critically analysed by seeking to provide evidence of best practice and outlining the challenges still open, in order to guide future training and research policies.
Negli ultimi decenni, la scuola italiana ha compiuto significativi progressi verso l’inclusione scolastica. Con l’introduzione dei Bisogni Educativi Speciali (BES), il sistema educativo ha cercato di rispondere in modo sempre più flessibile e personalizzato alle esigenze degli studenti. Questo articolo analizza parte dell’evoluzione normativa, alcuni modelli teorici e alcuni strumenti operativi alla base di un approccio inclusivo della didattica, con particolare riferimento a realtà progettuali come, ad esempio, l’Universal Design for Learning (UDL) e l’Index for Inclusion. Vengono inoltre presentati casi di studio e buone pratiche adottate nel contesto italiano. L’obiettivo è fornire un quadro aggiornato e critico dei processi di innovazione didattica inclusiva (Booth & Ainscow, 2002; Demo, 2019) anche con l’impiego di strumenti digitali. Si analizzerà criticamente tale evoluzione cercando di offrire evidenze dalle migliori pratiche e delineando le sfide ancora aperte, per orientare future politiche formative e di ricerca.
Didattica inclusiva e Bisogni Educativi Speciali: innovazione, modelli e strumenti per i docenti odierni.
Roberto Orazi
;Alessio Moriconi
2025
Abstract
In recent decades, Italian schools have made significant progress towards school inclusion. With the introduction of Special Educational Needs (SEAE), the education system has sought to respond in an increasingly flexible and personalized way to the needs of students. This article analyzes part of the evolution of standards, some theoretical models and some operational tools underlying an inclusive approach to teaching, with particular reference to design realities such as the Universal Design for Learning (UDL) and the Index for Inclusion. Case studies and good practices adopted in the Italian context are also presented. The objective is to provide an up-to-date and critical picture of inclusive educational innovation processes (Booth & Ainscow, 2002; Demo, 2019) also with the use of digital tools. This development will be critically analysed by seeking to provide evidence of best practice and outlining the challenges still open, in order to guide future training and research policies.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
