Abstract
The article outlines some of the basic elements of inclusive didactic planning, drawing on the reflection generated in both general and inclusive didactics in Italian and German-speaking cultures. Above all, the centrality of the concept of participation for inclusive planning emerges. In particular, we describe how the formulation of broad and complex goals, thecontinuous reconnection of the principles of individualisation and participation and, finally, a close link between formative assessment and didactic planning can be considered promising foundations for inclusive didactic planning.