The purpose of this paper is to illustrate the conceptual framework of Universal Design for Transition (UDT) (Best, Scott, & Thoma, 2015; Thoma et al., 2009), a recent framework that integrates the founding principles of Universal Design for Learning (Meyer, Rose & Gordon, 2014; CAST, 2018; Savia, 2016; 2018) with four other principles related to the transition construct (Thoma et al., 2009). Used by teachers and educators in academic settings, in digital and non-digital learning environments, UDT stimulates students with disabilities to the ongoing exercise of the principle of 'self- determination (Cottini, 2016, Wehmeyer, & Metzler, 1995; Wehmeyer, Kelchner & Richards, 1996; Wehmeyer, 1997; Wehmeyer, Agran & Hughes, 1998). The aim is to develop life skills that are functional to the emancipatory and inclusive evolution of each and every person. The contribution is accompanied by a useful template for baking lessons into UDT.
Il presente contributo ha come finalità quella di illustrare il quadro concettuale dell’Universal Design for Transition (UDT) (Thoma et al., 2009; Best, Scott, & Thoma, 2015) che integra i principi fondanti del noto framework dell'Universal Design for Learning (Meyer, Rose & Gordon, 2014; CAST, 2018; Savia, 2016; 2018) ad altri quattro principi legati al costrutto della transizione (Thoma et al., 2009). Nato ed implementato in contesti d’istruzione secondaria superiore statunitensi, in ambienti di apprendimento digitali e non, l’UDT stimola gli studenti con disabilità all’esercizio continuo del principio dell’autodeterminazione (Cottini, 2016, Wehmeyer & Metzler, 1995; Wehmeyer, Kelchner & Richards, 1996; Wehmeyer, 1997; Wehmeyer, Agran & Hughes, 1998). Il fine è quello di sviluppare le competenze per la vita, funzionali all’evoluzione emancipante e inclusiva di tutti e di ciascuno. Il contributo è corredato da un template utile per la panificazione delle azioni didattiche in chiave UDT.
Dall’Universal Design for Learning all’Universal Design for Transition: azioni progettuali inclusive per accompagnare la transizione alla vita adulta di studenti con disabilità
Michele Baldassarre
2022-01-01
Abstract
The purpose of this paper is to illustrate the conceptual framework of Universal Design for Transition (UDT) (Best, Scott, & Thoma, 2015; Thoma et al., 2009), a recent framework that integrates the founding principles of Universal Design for Learning (Meyer, Rose & Gordon, 2014; CAST, 2018; Savia, 2016; 2018) with four other principles related to the transition construct (Thoma et al., 2009). Used by teachers and educators in academic settings, in digital and non-digital learning environments, UDT stimulates students with disabilities to the ongoing exercise of the principle of 'self- determination (Cottini, 2016, Wehmeyer, & Metzler, 1995; Wehmeyer, Kelchner & Richards, 1996; Wehmeyer, 1997; Wehmeyer, Agran & Hughes, 1998). The aim is to develop life skills that are functional to the emancipatory and inclusive evolution of each and every person. The contribution is accompanied by a useful template for baking lessons into UDT.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.