La valutazione formativa inclusiva e l’Universal Design for Learning: verso un sistema educativo equo e accessibile / Inclusive formative assessment and Universal Design for Learning are key to creating a fair and accessible education system

In the contemporary educational environment, there is an increasing recognition of challenges related to the growing diversity of students and the need to ensure equal learning opportunities for all. In this context, inclusive formative assessment (IFA) and Universal Design for Learning (UDL) emerge as fundamental pedagogical approaches for creating educational environments in which individual differences can be valued and the educational success of every student promoted. Inclusive formative assessment represents a paradigm shift in traditional assessment models, embracing methodologies that recognise the variability and diversity of learning acquisition. Conversely, UDL presents a theoretical framework that facilitates the design of experiences that are inherently accessible from the outset. These experiences have the capacity to eradicate systemic barriers, thereby fostering enhanced autonomy and awareness among students. The present paper explores these two complementary approaches in depth, analysing their main theoretical foundations, practical implications and transformative impact on the school system.