DISABILITY MANAGEMENT FOR THE DESIGN OF ACCESSIBLE AND INCLUSIVE LEARNING ENVIRONMENTS

Abstract

This paper proposes a reinterpretation of Disability Management from a pedagogical perspective, with particular attention to the strategic role of middle management in the design of inclusive learning environments. Starting from the recent introduction of Decree 62/2024 and the reference to the principles of Universal Design for Learning (UDL), the work highlights the need to overcome organizational models centered on administrative management alone, promoting an integrated and systemic vision of school inclusion. An exploratory qualitative study conducted in secondary schools in Sicily and Calabria is presented, with the aim of investigating the perceived contribution of intermediate figures – collaborators of the headmaster, instrumental functions and referents – in organizational, relational and teaching processes. The thematic analysis of the interviews highlights the pedagogical value of Disability Management as a lever for cooperation between school actors, the personalization of interventions and the construction of a culture of inclusion, reiterating the urgency of recognizing and enhancing middle management in contemporary educational governance.