After almost 10 years from the first report on the diffusion of the Universal Design for Learning (UDL) in Europe, didactic planning related to the UDL is slowly spreading in Italy, while research is still in its infancy; there is a lack of documented experiences and impact assessments, especially for higher education. International research discusses the opportunities to redesign learning environments to create equal access to education for all in higher education courses. In this paper we report a university teaching experience based on multiple means of Engagement, Representation, and Action & Expression. We have experienced active and inclusive teaching methodologies in dual mode with second year students enrolled in a course on “Teaching and Learning” of the bachelor’s degree program in Education. The proposal repeats, with some improvements, a previous university experience of Flipped Classroom in distance learning. The paper reports the first results of the teaching innovation in progress. It investigates the students’ perception about: 1) the attractiveness of the proposal compared to more traditional approaches; 2) their own learning paths; 3) their motivation.

The coronavirus emergency has accelerated the digitization processes of Italian schools, bringing new challenges to inclusive teaching. We present the remote teaching experience that is still in progress at the Scuola Audiofonetica in Brescia, and describe actions taken and initial results achieved. The families appreciated the school's educational choices, and from this positive experience, some good practices can be derived and shared at technological, methodological and organizational levels.

No abstract