The use of technology in education has the potential to create more inclusive environments for all students, including those with disabilities. In Italy, the Ministry of Education has recognized the importance of digital literacy in schools and has issued several documents outlining the steps necessary to build a more inclusive educational system. However, in order to achieve these goals, it is ... [Show full abstract] important to assess the current situation and identify areas for improvement. The Entelis Self-assessment framework, particularly the Italian short version, can be used as a tool to help schools assess their digital inclusion practices and develop strategies for improvement. In 2015, the Ministry of Education issued the new Law 107/2015, called "La Buona Scuola", which included the New National Plan on School Digital Literacy - PNSD (MIUR, 2015) and the Three-year plan of in-service teachers' education and training. These documents aimed to consolidate the path of innovation and digitization in schools through a strategy that invested in the technological, epistemological, and cultural dimensions. The PNSD focused on the initial and in-service training of teachers, recognizing that educational innovation through digital technologies requires a reformulation of traditional teaching-learning methods to include pedagogical accessibility and inclusion. However, the success of these initiatives depends on the readiness of teachers to implement new technologies in their classrooms. The European Union (EU) identified teacher training as a critical factor for the success of ICT-related educational innovation in 2003. Teachers themselves recognize the need for training, with TALIS results (OEDC, 2014) showing that the need for training related to teaching with information and communication technology (ICT) skills and using new technologies in the workplace was a priority for teachers.