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V. 15 N. 1 (2024): Pedagogia Speciale, Terza Missione e impatto sociale: riflessioni e pratiche per una comunità inclusiva

The Inclusive University: Practices and reflections for student community well-being

DOI
https://doi.org/10.3280/ess1-2024oa17632
Inviata
6 aprile 2024
Pubblicato
24-06-2024

Abstract

Following the 2030 Agenda (UN, 2015), the growth of an inclusive culture in higher education contexts contemplates the strategic value of promoting the university community well-being, starting from each person’s contribution (Priestley et al., 2022). According to Article 30 of the UN Convention on the Rights of Persons with Disabilities (2006), providing opportunities to support study and university life means moving from a logic of needs to a logic of rights.

In that sense, the University of Macerata promotes the psycho-physical and social well-being of its students, developing empowerment processes (Barbuto, 2018; Taddei, 2020) that guarantee a more equal participation in university life. In this paper, we will present the format Inclusion 3.0 which, starting from the “Voice” (Grion, 2017; D’Angelo et al., 2020) of university students with disabilities and SLDs (Giaconi, Del Bianco, 2018; Giaconi et al., 2018), embodies an innovative perspective for University as a place of well-being.

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