The capture of speech of students with disabilities through drama: analysis on a self‐determination and inclusion practice / La presa di parola degli allievi con disabilità attraverso la drammatizzazione: riflessioni su una pratica di autodeterminazione e inclusione

Universities are taking up the challenge of inclusion: they are increasingly becoming institutions open to change, to flexibility in their pathways. They are not limiting themselves to implementing strategies and tools to ensure the attendance of students with disabilities and DSA, but are actively engaged in promoting successful educational pathways. Underlying this new vision is the right to accessibility of university studies for all. Universal Design for Learning represents an opportunity to create inclusive learning environments also in university settings. To date, this approach, despite its effectiveness in the various degrees of education, has not yet been implemented in higher education, at least in Italy. This paper proposes, starting from an article by Rose and colleagues from 2006, some suggestions for a concrete translation of the design and organisational vision provided by UDL in the university context.