Abstract
Notwithstanding Italy’s longstanding tradition of inclusive school policies and structures, and the e!orts and investments made in the last years to boost schools’ digital transformation, much remains to be done for an e!ective systematization of a digital inclusive education in the country. "e current chapter reports the analysis of #ve good practice examples, collected in Italy, in the context of the Erasmus+ project DigIn, regarding the use of digital technology to foster inclusive processes in class (i.e., to enhance learning and participation of students with and without Special Educational Needs). "e results of the study aim to outline promising strategies and identify areas of possible intervention to build digital learning environments capable of welcoming every student.