Exploring “inclusive” teaching in lower secondary school grammar textbooks: an analysis of strategies, tools, and content

Abstract

This paper offers a reflection on so-called “inclusive education” beginning with a brief terminological review of the topic and an analysis of a sample of grammar textbooks currently used in lower secondary schools in Italy. The aim is to investigate the choices made in terms of content selection, teaching strategies, and tools presented in sections dedicated to inclusive education, in order to propose concrete suggestions for designing accessible materials for all types of learners.