La cornice inclusiva di ABMOVE! attraverso progettazione, implementazione e monitoraggio

A central element of the ABMOVE! program is its inclusive framework, grounded in the principles of Universal Design for Learning (UDL), which guided its design, implementation, and monitoring. The program was developed ex ante to embrace the variability of primary school pupils, with the aim of moving beyond post hoc adaptations and providing multiple options for engagement, representa tion, and action/expression. The active breaks are designed to foster peer collaboration, build a welcoming classroom climate, and promote a positive attitude toward mathematics, creating learning environments responsive to individual differences. The ongoing monitoring, conducted through three meetings between February and April with 148 teachers from 130 experimental classes, highlighted benefits in terms of enthusiasm, participation, classroom climate, and consolidation of mathematical concepts, as well as increased socialization and curiosity toward the subject. Active breaks were perceived as flexible teaching mediators, thanks to the possibility of varying materials, personalizing movements, and proposing pair or group activities, supporting established inclusive practices while also stimulating creativity in teaching approaches. Although the impact on co-teaching was limited, the findings confirm the value of involving teachers in the design and implementation process as a necessary condition for ensuring meaningfulness, feasibility, and sustainability.