IEvaluate in the didactic field. From the Personalization of the Curriculum to a Universal Design

As L. Cottini pointed out in 2019, inclusivity-based education aims at tackling the most diverse problems of each and every pupil through some sort of flexible educational planning which is capable of considering anyone’s peculiarities. Designing an inclusivity-based curriculum immediately enables each and every student to feel accepted in their individuality, and the class becomes the context in which he feels most welcome. The pedagogic construction of the Universal Design for Learning (UDL) is a founding element of an inclusivity-based curriculum, inasmuch as it paves the way for the a-priori designing of a tool everybody can adopt by means of an approach anybody can benefit from. UDL flips the perspective by intentionally and systematically designing educational curricula to the needs of each and every individual. The present effort stresses the importance of assessment as the pillar of inclusive education – a powerful methodologic instrument oriented toward optimizing the students’ various types of learning and knowledge. The pedagogic premise of this design is to verify how much has been planned for each pupil to learn and master, not only in order to assess their progress and awareness of the various strategies, individual styles, aptitudes and competencies, but also to adapt common curricula to anyone’s most special and diverse needs. 

Keywords: ; assessment; designing; planning; feedback; inclusive curriculum; Universal Design for Learning

Rosa Sgambelluri, Valutare in ambito didattico. Dalla personalizzazione del curricolo alla progettazione universale in "EDUCATION SCIENCES AND SOCIETY" 2/2021, pp 158-176, DOI: 10.3280/ess2-2021oa12408