Inclusive teaching practices through the UDL lens. A Teacher Professional Development-Research in Lower Secondary School


The international debate on school inclusion outlines the UDL framework as a virtuous approach for the development of teaching practices able to promote both the academic success of everyone and the participation of each in the construction of a new educational culture, which is oriented towards equity, universality, justice, and belonging. From this point of view, teachers play an irreplaceable role, and their professional development is the keystone of any possible change. In light of the above, during the academic year 2022/2023 a Teacher Professional Development Research has been launched by the University alongside a Lower Secondary School. This paper shows the results of a survey conducted at the beginning of the path to detect whether and how the principles and guidelines that underpin the framework were implicitly present in the daily didactic actions of the involved teachers.