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Reimagining inclusive education through challenge-based learning: Opportunities and barriers for students with learning disabilities.

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Title: Reimagining inclusive education through challenge-based learning: Opportunities and barriers for students with learning disabilities.
Authors: Perzolli S; Department of Psychology and Cognitive Science (DiPSCo), University of Trento, Rovereto, Italy. Electronic address: silvia.perzolli@unitn.it., Serbati A; Department of Psychology and Cognitive Science (DiPSCo), University of Trento, Rovereto, Italy., Venuti P; Department of Psychology and Cognitive Science (DiPSCo), University of Trento, Rovereto, Italy., Dimitriou D; UCL Institute of Education, University College London, London, United Kingdom., Esposito G; Department of Psychology and Cognitive Science (DiPSCo), University of Trento, Rovereto, Italy; UCL Institute of Education, University College London, London, United Kingdom.
Source: Research in developmental disabilities [Res Dev Disabil] 2026 Aug; Vol. 175, pp. 105343. Date of Electronic Publication: 2026 Jul 17.
Publication Type: Journal Article; Review
Language: English
Journal Info: Publisher: Pergamon Press Country of Publication: United States NLM ID: 8709782 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-3379 (Electronic) Linking ISSN: 08914222 NLM ISO Abbreviation: Res Dev Disabil Subsets: MEDLINE
Imprint Name(s): Original Publication: New York : Pergamon Press, c1987-
MeSH Terms: Learning Disabilities*/rehabilitation , Problem-Based Learning*/methods , Mainstreaming, Education*/methods, Humans
Abstract: Inclusive education increasingly emphasizes pedagogical approaches that promote participation, autonomy, and meaningful engagement for all learners. Challenge-Based Learning (CBL), an educational framework that engages students in addressing authentic, real-world challenges through collaboration, inquiry, and action, has gained attention as a promising approach for fostering academic, social, and transversal skills. CBL should therefore be understood as a pedagogical framework rather than an assistive technology, even if, when combined with assistive and digital tools, it can support information access, planning, collaboration, communication, and multimodal expression. However, its potential application to students with Learning Disabilities (LD) remains largely underexplored. In this short narrative review and position paper, we examine the theoretical foundations of CBL and discuss its relevance for inclusive educational settings. Drawing on evidence from the broader literature on challenge-, project-, and problem-based learning, we explore how key features of CBL, including student agency, collaborative learning, and multimodal engagement, may align with the learning profiles and strengths of students with LD. At the same time, we identify key challenges related to executive functioning demands, self-regulation, cognitive load, assessment practices, and the need for appropriate scaffolding and teacher support. We argue that CBL offers a valuable opportunity to move beyond deficit-oriented approaches and toward strength-based models of inclusion that recognize and value the diverse competencies of learners with LD. Building on the limited attention given to CBL in relation to students with learning disabilities, we propose a research agenda focused on how CBL can be implemented in accessible and supportive ways, drawing on Universal Design for Learning principles and evaluating outcomes related to academic achievement, self-determination, and participation.
(Copyright © 2026 The Authors. Published by Elsevier Ltd.. All rights reserved.)
Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
Contributed Indexing: Keywords: Challenge-Based Learning; Inclusive Education; Learning Disabilities; Neurodiversity; Student Agency; Universal Design for Learning
Entry Date(s): Date Created: 20260717 Date Completed: 20260729 Latest Revision: 20260729
Update Code: 20260730
DOI: 10.1016/j.ridd.2026.105343
PMID: 42468412
Database: MEDLINE
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  Data: Reimagining inclusive education through challenge-based learning: Opportunities and barriers for students with learning disabilities.
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  Data: <searchLink fieldCode="AU" term="%22Perzolli+S%22">Perzolli S</searchLink>; Department of Psychology and Cognitive Science (DiPSCo), University of Trento, Rovereto, Italy. Electronic address: silvia.perzolli@unitn.it.<br /><searchLink fieldCode="AU" term="%22Serbati+A%22">Serbati A</searchLink>; Department of Psychology and Cognitive Science (DiPSCo), University of Trento, Rovereto, Italy.<br /><searchLink fieldCode="AU" term="%22Venuti+P%22">Venuti P</searchLink>; Department of Psychology and Cognitive Science (DiPSCo), University of Trento, Rovereto, Italy.<br /><searchLink fieldCode="AU" term="%22Dimitriou+D%22">Dimitriou D</searchLink>; UCL Institute of Education, University College London, London, United Kingdom.<br /><searchLink fieldCode="AU" term="%22Esposito+G%22">Esposito G</searchLink>; Department of Psychology and Cognitive Science (DiPSCo), University of Trento, Rovereto, Italy; UCL Institute of Education, University College London, London, United Kingdom.
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  Data: Inclusive education increasingly emphasizes pedagogical approaches that promote participation, autonomy, and meaningful engagement for all learners. Challenge-Based Learning (CBL), an educational framework that engages students in addressing authentic, real-world challenges through collaboration, inquiry, and action, has gained attention as a promising approach for fostering academic, social, and transversal skills. CBL should therefore be understood as a pedagogical framework rather than an assistive technology, even if, when combined with assistive and digital tools, it can support information access, planning, collaboration, communication, and multimodal expression. However, its potential application to students with Learning Disabilities (LD) remains largely underexplored. In this short narrative review and position paper, we examine the theoretical foundations of CBL and discuss its relevance for inclusive educational settings. Drawing on evidence from the broader literature on challenge-, project-, and problem-based learning, we explore how key features of CBL, including student agency, collaborative learning, and multimodal engagement, may align with the learning profiles and strengths of students with LD. At the same time, we identify key challenges related to executive functioning demands, self-regulation, cognitive load, assessment practices, and the need for appropriate scaffolding and teacher support. We argue that CBL offers a valuable opportunity to move beyond deficit-oriented approaches and toward strength-based models of inclusion that recognize and value the diverse competencies of learners with LD. Building on the limited attention given to CBL in relation to students with learning disabilities, we propose a research agenda focused on how CBL can be implemented in accessible and supportive ways, drawing on Universal Design for Learning principles and evaluating outcomes related to academic achievement, self-determination, and participation.<br /> (Copyright © 2026 The Authors. Published by Elsevier Ltd.. All rights reserved.)
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  Data: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
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