The Universal Design for Learning framework represents one of the main levers of change to contribute, in the school,to make learning sustainable, inclusive and transformative for all. The article presents a quasiexperimental researchproject. The project began with the idea that inclusive design represents a starting point of a strategic nature capable ofindicating a series of operational possibilities valid in specific learning contexts to characterize them as effective trainingcontexts. Starting from a benchmark model developed by SApIE, the project envisaged the preparation of a didactic kitfor the use of the reciprocal teachingRT strategy for the development of the comprehension of the written text in thirdgrade primary school classes also attended by students. with special educational needsSEN, and the realization of ateachers training of the experimental classes, aimed at promoting their skills for the application of RT.The results show five months of gain for the students with SEN in the experimental group compared to the control groupon reading comprehension (ES = + 0,38), six months on vocabulary (ES = +0,45) and seven months on summarizing skills(ES = +0,56)
Traversetti, M., Rizzo, A., Pellegrini, M. (2022). Progettare un curricolo di classe accessibile e sostenibile per la comprensione del testo tra scuola e Università. Un progetto di ricerca. ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION, X(2), 91-201.