In the last three decades, inclusive disability legislation has led to an increasing number of students with disabilities entering higher education. However, barriers to the full participation of students remain. This article presents evidence from studies conducted in two Italian universities. Drawing on the Capability Approach, the goal is to analyse the experiences of students with disabilities and to assess their capabilities in academic life. Participatory research methods were adopted using structured focus group discussion techniques. Fifty students with different type of disability participated in the study. Two major findings emerged from the qualitative and quantitative data collected, including: (a) the essential value, in the experience of the students, of being able to use educational spaces, move around outside of the campus and socialize; and (b) low levels of capabilities for students with visual disabilities compared to those with mobility issues, which means that academic inclusion is not for all.

In 1958, Presidential Decree No. 585 entitled 'Programs for Teaching Civics in Institutes and Secondary and Artistic Schools' introduced Citizenship Education into schools for the first time in the history of the Republic of Italy.In 1958, the Republic of Italy was just 10 years old, and the State's legal service needed to create 'mutual cooperation relationships' between School and Life. Since that time, there has been much discussion about the Italian education system, as it was believed that subject-based teaching in schools was unable to create and pass on shared values without the support of other institutions. The introduction of this Presidential Decree underlined the role of schools in promoting critical awareness; it aimed to introduce pupils to real-life and avoid constructing a career-based education system. The introduction of the decree suggested that schools were acknowledging their limits when it came to meeting society's needs; however,

No abstract

The purpose of this paper is to present two exploratory studies that have a potential for identifying research-based blended learning tools for CBME. The studies focus on the development of a group of medical students’ professional image (in Genova and Rome) during their hospital internship. The paper addresses three related questions:\ud \ud 1. How does their professional representation change in the transition from university to hospital?\ud \ud 2. Which competences emerge from the students’ reports?\ud \ud 3. Which competences are still under represented

No abstract