Educazione inclusiva e UDL nella formazione degli insegnanti: Una revisione sistematica della letteratura
DOI:
https://doi.org/10.60923/issn.1970-2221/22903Parole chiave:
inclusione, formazione degli insegnanti, diversità, revisioni sistematiche, Universal Design for LearningAbstract
Migliorare la qualità e l’inclusività dell’istruzione è una sfida globale in linea con l’Agenda 2030. La formazione degli insegnanti è fondamentale per questa trasformazione e richiede di comprendere pratiche e progressi attuali. Questo articolo nasce dal progetto internazionale “Universal Design for Learning: contributi alle pratiche curricolari e alle culture inclusive e digitali delle scuole - DUAINCLUDIG” (Spagna e Uruguay), che affronta l’educazione inclusiva attraverso l’Universal Design for Learning (UDL). È stata condotta una revisione sistematica seguendo la metodologia PRISMA, focalizzata su tre assi: (1) il concetto di diversità e inclusione nella formazione degli insegnanti; (2) lo sviluppo e le caratteristiche dei programmi formativi; (3) la progettazione e valutazione della formazione e della ricerca. I risultati mostrano un numero limitato di studi rigorosi che validino la formazione sull’inclusione. La maggior parte propone modelli qualitativi, riflessivi e critici, prevalentemente nella scuola dell’infanzia, con scarsi riferimenti all’UDL. È necessario un cambiamento di paradigma verso modelli formativi completi ed evidence-based che integrino pienamente l’UDL, in Spagna e a livello globale.
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Copyright (c) 2026 Mercedes Llorent Vaquero, Irene Martínez-Martín, Carmen Alba-Pastor, Teresa González-Ramírez
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