Educational Avant-gardes (Indire): jazz and inclusive?

This work starts from the desire to propose an inclusive theoretical­critical reflection on the innovative­didactic modelsproposed by Indire in the “Gallery of Ideas” which collects the proposals of the National Educational Avant­gardes (EA). The main objectives are two: (1) to propose a reading of the founding principles of the EA Manifesto under the light ofan original and recent framework of pedagogical meaning ­ the pedagojazz (Santi, 2016); coherences and possible shadesof dissonance will be found. (2) To propose a reading of the EA models in the light of the principles of Universal Designfor Learning (UDL) which at the international level proves to be an inclusive teaching proposal (CAST, 2011; Rose & Meyer,2002), in line with the UN Convention (2006) on the rights of persons with disabilities. Questions that prompted this re­flection, therefore, turn out to be: how “jazz” are the principles of the EA Manifesto? And how accessible and inclusiveare ­ right from their design ­ the EA's proposals? And finally, is it possible to look inside the need for "innovation" ineducation (which is the engine of reflection and research on the avant­gardes), to rediscover and reposition the value ofthe unrepeatable, both human and educational, which is at the center of the inclusive perspective?