From Universal Design for Learning to Universal Design for Transition: inclusive project actions to accompany the transition to adult life of students with disabilities

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.