Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
The purpose of this paper is to illustrate the conceptual framework of Universal Design for Transition (UDT) (Best, Scott, & Thoma, 2015; Thoma et al., 2009), a recent framework that integrates the founding principles of Universal Design for Learning (Meyer, Rose & Gordon, 2014; CAST, 2018; Savia, 2016; 2018) with four other principles related to the transition construct (Thoma et al., 2009). Used by teachers and educators in academic settings, in digital and non-digital learning environments, UDT stimulates students with disabilities to the ongoing exercise of the principle of 'self-determination (Cottini, 2016, Wehmeyer, & Metzler, 1995; Wehmeyer, Kelchner & Richards, 1996; Wehmeyer, 1997; Wehmeyer, Agran & Hughes, 1998). The aim is to develop life skills that are functional to the emancipatory and inclusive evolution of each and every person. The contribution is accompanied by a useful template for baking lessons into UDT.
