





















































Universal Design for Learning and Inclusive Teaching: Future Perspectives


Elementa
Intersections between Philosophy, Epistemology 
and Empirical Perspectives

1 
(2021) 

1-2

Pierpaolo Limone
Editorial 7

First Section

Slavoj Žižek
The Vagaries of the Superego 13

Ricardo Espinoza Lolas
Nature and Pandemic 33

Paolo Ponzio
Mask and Otherness between Recognition and Concealment: 47 
Notes on the Self and the You

Daniela Savino
“Liquid” Identity and Otherness in the Phenomenon 61 
of Religious Alienation: The Loss of Critical Thinking 
and the “Barter” of the Self in the System of Communion

Francesca R. Recchia Luciani
The Sexistential Vulnerability of Bodies in Contact 85 
in the Philosophy of Jean-Luc Nancy

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Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives

Second Section

Martina Rossi
Universal Design for Learning and Inclusive Teaching: 103 
Future Perspectives

Marco Ceccarelli
A Historical Account on Italian Mechanism Models 115

Giusi Antonia Toto - Alessia Scarinci
Cyberfeminism: A Relationship between Cyberspace, 135 
Technology, and the Internet

Luigi Traetta - Federica Doronzo
Super-Ego after Freud: A Lesson not to Be Forgotten 153

Federica Doronzo - Gianvito Calabrese
Functioning of Declarative Memory: Intersection 163 
between Neuropsychology and Mathematics

Giuliana Nardacchione - Guendalina Peconio
Peer Tutoring and Scaffolding Principle for Inclusive Teaching 181

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Universal Design for Learning 
and Inclusive Teaching: Future 
Perspectives
Martina Rossi
Learning Science hub, Università degli Studi di Foggia (Italy)

doi: https://dx.doi.org/10.7358/elem-2021-0102-ross
martina.rossi@unifg.it

Abstract

This contribution aims to reflect on the didactic and methodological changes brought 
about by Distance Learning, with particular regard to the concept of Inclusive Teaching. 
During the last year, in fact, the epidemiological emergency dictated by Covid-19 has led 
to the emergence of new needs, imposing a redesign of tools and resources in use. All this has 
had a strong impact on students with disabilities and Specific Learning Disorders (SLD), 
who, in addition to having fewer digital skills than their European peers, were suddenly 
forced to follow lessons at home without the physical support of the teacher. It was neces-
sary, in fact, to think and re-think about the design of inclusive educational interven-
tions. From a methodological and conceptual point of view, Inclusive Teaching is linked 
to the concept of Universal Design for Learning (UDL), an inclusive psycho-pedagogical 
approach that aims to break down the barriers that exist in learning processes. During 
the pandemic period, one of the major challenges that scholars have begun to consider 
is applying the UDL approach, generally used in in-person classes, lectures and online 
courses. 

Keywords: disability; distance learning; inclusion; technology; universal design for 
learning. 

Introduction

As of March 2020, as a result of the epidemiological situation dictated by 
Covid-19, 90% of students had to leave their school and university desks. 
Institutions promptly responded to the health emergency by offering alter-

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native solutions to face-to-face teaching. It is precisely in this particular 
historical period that the term Distance Learning was born, a concept that 
differs from that of Distance Learning, understood as “a mode of delivery 
of training activated on an emergency basis in order to replace the training 
in presence following its suspension due to the effect of the Prime Ministe-
rial Decree of 04/03/2020” (Tamborra, 2021). 

The application of Distance Learning, however, has brought to the 
surface problems and contradictions already inherent in the school system, 
especially in terms of Inclusive Teaching; it has not in fact increased 
inequalities, but has made them emerge. The pandemic, in fact, has closely 
touched students with disabilities and with Special Educational Needs, 
who have had to face a double challenge linked both to the emergency 
situation and to their condition of fragility. 

With this in mind, it has become even more relevant to study how 
teachers can apply the Universal Design for Learning online approach, 
starting with designing for inclusive learning environments (Rao, 2021). 

1. Universal Design for Learning: tools to ensure 
Inclusive Teaching

Universal Design for Learning (UDL) is an inclusive psycho-pedagogical 
approach that aims to break down barriers in learning processes (Capp, 
2020). It aims to address three crucial teaching challenges:
• valuing diversity;
• inclusive education;
• the critical and conscious use of ICT (Information and Communication 

Technologies). 
This approach was born in the 80s in the United States in the field 

of architecture to design buildings and environments accessible to all, 
eliminating architectural barriers. Subsequently, the concepts related 
to accessibility began to extend into the educational field. Specifically, 
CAST  – Center for Applied Special Technology – in the early 1990s, 
thanks to Anne Meyer and David H. Rose, began to research, develop 
and articulate the principles and practices of UDL, with the intent to 
propose, through the use of technology, innovative solutions for the 
learning of students with disabilities in compensatory and dispensa-
tory modes (Meyer, Rose, & Gordon, 2014). Thanks to technological 
advances and their diffusion, CAST then proposed a method of action 
applicable to all students, suggesting flexible objectives and methods 
(Munafò, 2020). 

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CAST defines UDL as “a set of principles and guidelines for the 
development of programming that seeks to give all individuals equal oppor-
tunities to learn” (CAST, 2018). The ultimate goal of UDL is to ensure 
the implementation of personalized training curricula, respecting diversity 
and individuality, eliminating the classification of students with specific 
learning disorders, which in fact does not allow the implementation of the 
very concept of inclusion. The real challenge is both to propose an effective 
model for the creation of educational objectives and flexible approaches that 
can be personalized and adapted, and to create an inclusive learning envi-
ronment that helps each student develop his or her potential (James, 2018). 

The aim is therefore to encourage participation, involvement and 
learning starting from individual needs and abilities. The principles of 
UDL were developed based on neuroscientific research. According to 
Meyer and colleagues (2014), when a person performs a learning task, 
whatever it is, it is possible to identify three neural networks involved in 
the learning process, which correspond to the (Fig. 1):
• “What we learn”, referring to the knowledge network;
• “How we learn”, referring to the active strategy network;
• “Because we learn”, referring to affective networks. 

Figure 1. – Three Learning Networks (Munafò, 2020). 

Based on these neuroscientific elements, the three principles of UDL 
emerge (Munafò, 2020). CAST, in fact, proposes guidelines that “can be 
applied to any discipline or domain to ensure that all learners can access 
and participate in meaningful, challenging learning opportunities” (CAST, 
2018). The three core principles, therefore, are (CAST, 2018):
1. Providing multiple means of representation – the “what” of learning: this 

means that there is no single mode of representation that is optimal for all 
learners, as providing options for representation turns out to be critical.

2. Provide multiple means of action and expression – the “how” of learning: 
as each student uses a different means of action and expression.

3. Provide multiple means of engagement – the “why” of learning: as each 
student is involved and motivated differently in learning processes. 

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Figure 2. – UDL guidelines (CAST, 2018). 

In short, the UDL philosophy is based on the idea that there are multiple 
ways to represent knowledge (principle one), multiple ways in which 
students can demonstrate their knowledge and understanding (principle 
two), and multiple ways to engage students in the learning process (prin-
ciple three). Within the three principles of the UDL, there are 9 guidelines 
and 31 checkpoints (Fig. 2); these provide teachers with specific pedagog-
ical strategies to break and break down barriers during the learning process. 
The principles, guidelines, and checkpoints are organized from the most 
general to the most specific (Capp, 2020). 

 2. Inclusive Teaching and Covid-19. What changes?

From a methodological and conceptual point of view, UDL is linked to 
the concept of Inclusive Didactics (Maffione, 2020). Heidrun (2019) 
defines Inclusive Teaching as the set of actions “for the design, implemen-

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tation and evaluation of educational practices that activate the learning 
and participation processes of all pupils. The ultimate goal of Inclusive 
Teaching is to enable all students to achieve educational success, elimi-
nating any potential barriers that may hinder it (Maffione, 2020). Being, 
therefore, a teaching of all students, the recipients of inclusive teaching are 
not only students with special educational needs, but every student in the 
class group, welcomed and valued by the teacher, based on their individual 
specificities. 

Due to the health emergency caused by Covid-19, school and univer-
sity activities have undergone a radical change (Rossi & Tateo, 2021). In 
fact, since March 2020, 90% of students have had to leave their school and 
university desks. This has led to a rapid response from countries around 
the world, which have invested in distance learning solutions using various 
online media and platforms (Mascheroni et al., 2021). 

The term Distance Learning refers to “a training delivery method 
activated on an emergency basis in order to replace face-to-face training 
following its suspension as a result of the Prime Ministerial Decree of 
04/03/2020” (Tamborra, 2021).

Distance Learning has resulted in the emergence of new needs, which 
require a redesign of tools and resources in use. It was necessary, in fact, 
to think and re-think the design of inclusive teaching interventions. It is 
inevitable that all this has had a strong impact on students with disabili-
ties and with Specific Learning Disorders – SLD (Arenghi et al., 2020). 
With the term SLD, we refer to neurodevelopmental disorders that affect 
the ability to read, write, and compute correctly and fluently that occur 
with the onset of schooling. The complexity of the disorder is not yet 
fully understood; however, research is working towards this end (Peconio, 
Doronzo, & Guarini, 2021). 

The Covid emergency has placed every teacher in front of an unprece-
dented educational challenge: to guarantee the right to study of all students 
by implementing effective distance learning (Maffione, 2020). Especially 
in the case of students with specific learning disorders, teaching technolo-
gies assume a fundamental role as they allow to adapt the content in the 
form and to use compensatory or dispensatory tools (Peconio, Doronzo, 
& Guarini, 2021). As the data of the research carried out by the Euro-
pean Commission (2019) entitled “2nd survey of schools: ICT in educa-
tion” highlight, the real problem actually lies in the low digital literacy of 
teachers, who found themselves unprepared to deal with this emergency 
phase. Teachers have not been able to use technological devices correctly 
and efficiently. In fact, as stated in the latest ISTAT report “School inclu-
sion of pupils with disabilities – A.S. 2019/2020” (2020):

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Training in specific educational technologies for pupils with disabilities is still 
not very widespread, although it is essential for the proper use of the tools 
to support teaching, both in presence and at a distance: in one school out of 
10 no support teacher has attended a specific course for the appropriate use 
of these technologies; in 61% of schools only some teachers have attended 
courses, while in the remaining cases (28%) all teachers have attended at least 
one course. In line with the levels of training, the use of educational technolo-
gies by teachers for support has not yet reached maximum diffusion: there are 
less than 60% of schools in which all teachers use these tools. (ISTAT, 2020) 

In addition, the same report shows how the activation of the DL has made 
a delicate process such as school inclusion more complex. Among the 
reasons that have made it difficult for pupils with disabilities to participate 
in Distance Learning it is possible to find (ISTAT, 2020):
• the severity of the pathology (27%);
• the difficulty of family members to cooperate (20%);
• socio-economic hardship (17%);
• the difficulty in adapting the Educational Plan for Inclusion (IEP) to 

distance learning (6%);
• the lack of technological tools (6%);
• the lack of specific teaching aids (3%). 

These data, although negative, should not represent a defeat, but a 
starting point to reorganize teaching for pupils with SLD and with special 
educational needs (Peconio, Doronzo, & Guarini, 2021). 

3. Promoting inclusive online education: future 
perspectives

In terms of “inclusive teaching” Distance Learning has not increased 
inequalities, it has brought them to the surface. The teaching of these 
months has been not at a distance, but one of emergence (Crescenze 
& Rossiello, 2021). Indeed, as Hodges and colleagues (2020) state, the 
primary goal in these circumstances is not to design a robust educational 
ecosystem but rather to provide temporary access to education and to 
respond quickly to educational needs during an emergency or crisis. There 
is no doubt that Distance Learning has brought a series of consequences 
and changes to traditional teaching practices; it follows that it cannot be 
considered as a simple parenthesis. Regarding Inclusive Teaching, one of 
the major challenges that scholars have started to consider is applying the 
UDL approach, generally used in face-to-face classes, in online classes and 
courses. Indeed, it has become even more relevant to study how teachers 

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can apply UDL online, starting with designing for inclusive learning 
environments (Rao, 2021). To ensure that technology tools are used to 
support all students in both online and classroom learning environments, 
it is necessary to consider their use as part of an intentional design process, 
using a proactive design process that explicitly integrates UDL (Rao, 
2021). In doing so, teachers will be able to support all online learners, 
including students with disabilities or other students who experience chal-
lenges in the learning process. Designing distance learning pathways with 
UDL methodology means being able to include multiple types and modes 
of learning, providing materials that can support students’ specificities, 
providing multiple opportunities for engagement and assessment so that 
students can demonstrate their mastery of learning (Lachheb, Abramenka-
Lachheb, & Huber, 2021). 

Implementing the principles of UDL requires technology-based 
learning environments and digital tools. Digital tools for teaching include:
• hardware: such as laptops, mobile devices etc.;
• software: such as applications or extensions;
• technology-based environments: e.g. websites or e-learning platforms. 

In the light of what has been said, therefore, it is necessary to think 
and re-think about new ways to make distance learning inclusive. It is 
useful, therefore (Maffione, 2020):
• choose the right IT tools and appropriate communication modes based 

on the specific needs of the learner;
• make content accessible through activities to customize or individualize 

study materials;
• differentiate and/or simplify the working methods of the activities, 

according to the didactic and educational goals to be pursued;
• ensure constant feedback and “remote” guidance for times of difficulty 

and/or psychological stress. 
Another fundamental aspect to ensure inclusive teaching even at a 

distance concerns the use of peer tutoring: this allows the involvement of 
the whole class by encouraging students to feel part of a group even in 
the absence of teachers; never as in distance learning the resource of the 
proximity of peers can make the difference (Fantozzi, 2020). 

It is necessary remember the need, especially in distance learning, to 
provide for the use of compensatory and dispensatory tools, which may 
consist, for example, in the use of speech synthesis software that transforms 
reading tasks into listening tasks, books or digital vocabularies and concept 
all students according to a truly inclusive pedagogical vision: in this sense 
the UDL “forces” schools and institutions to review not only teaching 
methods but also learning environments and spaces. 

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Conclusion

In the light of what has emerged, there is no doubt that there is a need 
to reinvent and reshape the design of educational interventions. All this is 
possible only through the experimentation of new teaching and learning 
strategies, able to put at the center the principle of inclusion. Therefore, it is 
appropriate to focus on the specific needs of each pupil and to use methodol-
ogies that respond to different needs (Peconio, Doronzo, & Guarini, 2021). 

To do this, it is necessary to experiment and apply UDL also at a 
distance, as it is the only approach able to facilitate the personalization 
and individualization of training paths, providing a differentiated proposal 
offered to all, eliminating the classification of students with special educa-
tional needs which in itself is not inclusive; UDL, moreover, allows the 
use of various educational and didactic means to enrich students’ learning 
from the beginning. 

The negative data analyzed and emerged in this contribution, should 
not be a defeat, but a starting point to reorganize the teaching for students 
with SLD and special educational needs, remembering that technologies 
are able not only to improve the environment but also to shape what is 
learned, changing how we learn. Providing different spaces and places to 
learn increases opportunities to meet individual needs. 

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Riassunto

Il presente contributo ha l’intento di riflettere sui cambiamenti didattici e metodologici 
apportati dalla Didattica a Distanza, con particolare riguardo al concetto di Didat-
tica Inclusiva. Durante l’ultimo anno, infatti, l’emergenza epidemiologica dettata dal 
Covid-19 ha comportato l’emersione di bisogni nuovi, imponendo una riprogettazio-
ne di strumenti e risorse in uso. Tutto ciò ha avuto un forte impatto sugli studenti con 
disabilità e con Disturbi Specifici dell’Apprendimento (DSA), i quali, oltre ad avere 
meno competenze digitali dei loro coetanei europei, sono stati costretti improvvisamente 
a seguire le lezioni a casa senza il supporto fisico del docente di sostegno. È stato necessa-
rio, infatti, pensare e ri-pensare alla progettazione di interventi didattici inclusivi. Da 
un punto di vista metodologico e concettuale, la Didattica Inclusiva si lega al concetto 
dell’Universal Design for Learning (UDL), un approccio psico-pedagogico inclusivo che 
si pone l’obiettivo di abbattere le barriere che vi sono nei processi di apprendimento. 

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Durante il periodo pandemico, una delle maggiori sfide che gli studiosi hanno iniziato a 
considerare è applicare l’approccio UDL, generalmente utilizzato nelle lezioni in presen-
za, nelle lezioni e corsi online. 

Copyright (©) 2021 Martina Rossi 
Editorial format and graphical layout: copyright (©) LED Edizioni Universitarie

 This work is licensed under a Creative Commons 
Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite this paper:
Rossi, M. (2021). Universal design for learning and inclusive teaching: Future perspectives. 
Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives, 1(1-2), 
103-113. doi: https://dx.doi.org/10.7358/elem-2021-0102-ross

https://www.ledonline.it/elementa
https://dx.doi.org/10.7358/elem-2021-0102-ross

	Elementa_1-2021-1-2_00b_Sommario.pdf
	Editorial
	Pierpaolo Limone

	First Section
	The Vagaries of the Superego
	Slavoj Žižek
	Nature and Pandemic

	Ricardo Espinoza Lolas
	Mask and Otherness
between Recognition and Concealment: Notes on the Self and the You

	Paolo Ponzio
	“Liquid” Identity and Otherness
in the Phenomenon of Religious
Alienation: The Loss of Critical
Thinking and the “Barter” of the Self in the System of Communion

	Daniela Savino
	The Sexistential Vulnerability of Bodies in Contact in the Philosophy
of Jean-Luc Nancy

	Francesca R. Recchia Luciani

	Second Section
	Universal Design for Learning
and Inclusive Teaching: Future
Perspectives
	Martina Rossi
	A Historical Account on Italian
Mechanism Models

	Marco Ceccarelli
	Cyberfeminism: A Relationship
between Cyberspace, Technology,
and the Internet

	Giusi Antonia Toto 1 - Alessia Scarinci 2
	Super-Ego after Freud: A Lesson
not to Be Forgotten

	Luigi Traetta 1 - Federica Doronzo 2
	Functioning of Declarative Memory: Intersection between Neuropsychology and Mathematics

	Federica Doronzo 1 - Gianvito Calabrese 2
	Peer Tutoring and Scaffolding
Principle for Inclusive Teaching

	Giuliana Nardacchione - Guendalina Peconio





