Systematizing flexibility in instructional design: equipping support teachers for the Universal Design for Learning paradigm

In response to the increasing heterogeneity of school classrooms, Universal Design for Learning (UDL) emerges as a promising framework for implementing inclusive teaching practices. Although UDL provides detailed guidelines, many teachers remain sceptical and report significant challenges in applying the model effectively. Within the Specialization Course for Support Teaching at the University of Florence, a tool was introduced to 127 Lower Secondary School teacher trainees, aimed at supporting both instructional design and reflective practice through a UDL lens. This article presents the preliminary results of the experience.