Per una cultura dell’accessibilità nella didattica. L’approccio della differenziazione didattica nella percezione dei docenti

[Autom. eng. transl.] In the face of a vast literature and numerous scientific studies aimed at investigating theoretical foundations and practical applications connected to the perspective of didactic differentiation, an area, still little explored, seems to be that linked to the representations developed by many teachers regarding their daily action. What has been stated also recalls the need to know and deepen the pre-knowledge and images developed around an approach often mistakenly considered to be of exclusive interest to a certain group of teachers, or applicable only in the presence of students in conditions of particular vulnerability. The data that emerged from the survey "Differentiating according to me" which is the subject of this contribution, provide a rich picture of possible spaces for intervention and improvement actions, with a view to valorizing all diversity, both of students and of teachers themselves who present different needs, related to personal characteristics, training experiences, roles covered.