Universal Design for Learning (UDL) and the Life Designing paradigm are effectively integrated within the Italian school system, particularly in support of students with special educational needs (SEN), by addressing individual learning profiles and fostering inclusive practices. UDL focuses on adapting pedagogical methods and modes of representation to overcome physical, cognitive and social barriers, thereby enabling personalised and differentiated learning experiences in increasingly diverse classrooms. Life Designing, although primarily associated with career and life planning, has demonstrated relevance in educational contexts by encouraging self-awareness, reflective practice and autonomous future planning (Izzo et al., 2015). It supports the construction of professional and social identities, thus enhancing individual potential and promoting inclusion. Whilst UDL ensures equitable access to educational content through assistive technologies and adaptable teaching strategies, Life Designing develops transferable skills essential for future engagement in the labour market and for living a fulfilling life. Collectively, these frameworks empower SEN students to recognise their strengths, build autonomy, and articulate life plans aligned with their abilities and aspirations—thereby mitigating the risk of social and occupational marginalisation. In conclusion, the integration of UDL and Life Designing offers a comprehensive and future-oriented educational response, equipping students with cognitive, emotional and professional competences vital for independent and active participation in society. This holistic model promotes not only classroom inclusion, but also long-term personal and vocational development within a culture that values diversity and prioritises equity.
Placanica et al. (Tue,) studied this question.
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