Inclusive UDL-based Special Needs Teaching Practices - Results from an exploration - driven inquiry at the University of Reggio Calabria.

The present study wants to stress UDL’s (Hall et al., 2012; Meyer et al., 2014) opportunity to become an effective operational perspective for the creation of practical inclusive educational scenarios. The implementation of this paradigm would basically show how to best valorize diversity (Cottini, 2014; Ghedin & Mazzocut, 2017; Ianes, 2005; 2016) by reconsidering learning contexts and approaches as well as by promptly proposing learning designs that can adequately match each pupil’s skills and abilities.