Life Designing and inclusive prospects in Italian schools

The article examines the integration of the narrative approach, Life Designing, and Universal Design for Learning (UDL) (Rose, 2000) in the Italian educational system to promote the inclusion of students with disabilities. Introduced from early childhood, these approaches foster resilient identities and educational equity through assistive technologies and flexible teaching. The narrative approach supports identity development through storytelling (Bruner, 1990), while Life Designing encourages adaptability and proactive career planning (Savickas et al., 2009). Their integration creates inclusive environments that value diversity and prepare students for workforce challenges, contributing to a more just society.