Design of school contexts and an inclusive curriculum according to the universal design for learning approach: results of the exploratory phase

The exploratory phase of the action research project was conducted with the participation of 30 primary school teachers and 185 children across nine classes in the cities of Reggio Emilia and Bologna. The research employs focus groups and thematic analysis to identify critical issues in educational and instructional planning, space and time management, curriculum use, and inclusive practices. Teachers have reported difficulties in addressing the heterogeneity of the classroom environment, citing rigid learning environments and a lack of cohesive planning for students with disabilities as key challenges. Despite the embrace of inclusive values, challenges persist in the effective translation of these principles into teaching practices. The findings emphasise the necessity for continuous professional development, equipping teachers with theoretical and practical skills to foster flexible, dynamic, and participatory learning environments. Furthermore, the study highlights the importance of rethinking structural and organisational frameworks within schools to promote inclusion. The UDL approach emerges as a pivotal strategy for designing proactive and flexible curriculum that address individual variability from the outset. This research underscores the necessity of innovative pedagogical models to advance inclusive education and improve responsiveness to the diverse needs of contemporary classrooms.