The Convention on the Rights of persons with disabilities promotes and calls for equitable practi... more The Convention on the Rights of persons with disabilities promotes and calls for equitable practices and learning opportunities for all students. In Italy, thanks to well-developed inclusive policies, the number of university students with disabilities is still on increase. In addition, since the ’90 it is mandatory for every Italian university to implement a specialized service dedicated to the inclusion of disabled students. The international literature is full of researches that aim at analysing the efficacy of inclusive practices, while in Italy the academic research on such an issue is still scarse. Up to now the empirical research on the academic inclusion of students with disabilities have focused primarily on the perspective of disabled people themselves; the point of view of different social agents involved (like teachers, tutors, administrative staff) have not been considered. Assuming that disability is a relational phenomenon, the research aims at analysing the different perspectives of teachers, tutors, university staff, disability services staff and disabled students on the issues and practices of academic inclusion. The data collection has been done in a singular university; nonetheless the multiple perspectives analysed aim at defining and planning all the factors able to influence academic inclusive practices.
The Convention on the Rights of persons with disabilities promotes and calls for equitable practi... more The Convention on the Rights of persons with disabilities promotes and calls for equitable practices and learning opportunities for all students. In Italy, thanks to well-developed inclusive policies, the number of university students with disabilities is still on increase. In addition, since the ’90 it is mandatory for every Italian university to implement a specialized service dedicated to the inclusion of disabled students. The international literature is full of researches that aim at analysing the efficacy of inclusive practices, while in Italy the academic research on such an issue is still scarse. Up to now the empirical research on the academic inclusion of students with disabilities have focused primarily on the perspective of disabled people themselves; the point of view of different social agents involved (like teachers, tutors, administrative staff) have not been considered. Assuming that disability is a relational phenomenon, the research aims at analysing the different perspectives of teachers, tutors, university staff, disability services staff and disabled students on the issues and practices of academic inclusion. The data collection has been done in a singular university; nonetheless the multiple perspectives analysed aim at defining and planning all the factors able to influence academic inclusive practices.
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Papers by M. Cortini
The international literature is full of researches that aim at analysing the efficacy of inclusive practices, while in Italy the academic research on such an issue is still scarse. Up to now the empirical research on the academic inclusion of students with disabilities have focused primarily on the perspective of disabled people themselves; the point of view of different social agents involved (like teachers, tutors, administrative staff) have not been considered. Assuming that disability is a relational phenomenon, the research aims at analysing the different perspectives of teachers, tutors, university staff, disability services staff and disabled students on the issues and practices of academic inclusion. The data collection has been done in a singular university; nonetheless the multiple perspectives analysed aim at defining and planning all the factors able to influence academic inclusive practices.
The international literature is full of researches that aim at analysing the efficacy of inclusive practices, while in Italy the academic research on such an issue is still scarse. Up to now the empirical research on the academic inclusion of students with disabilities have focused primarily on the perspective of disabled people themselves; the point of view of different social agents involved (like teachers, tutors, administrative staff) have not been considered. Assuming that disability is a relational phenomenon, the research aims at analysing the different perspectives of teachers, tutors, university staff, disability services staff and disabled students on the issues and practices of academic inclusion. The data collection has been done in a singular university; nonetheless the multiple perspectives analysed aim at defining and planning all the factors able to influence academic inclusive practices.