Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
| Tiziana Chiappelli Lecturer, Italy |
Innovative project that will have important spin-offs thanks also to the network work activated |
| Eleonora Pinzuti Policy Makers, Italy |
We need more gendered and non-binary language, and a focus on intersectionality by gender and sexuality orientations |
| Lorella Coppa Lecturer, Italy |
It is desirable to continue and strengthen the project |
| Patrizia Giusti Lecturer, Italy |
Thank you, I will try to follow the work and keep up to date on this very important project, which I hope will multiply throughout Italy |
| Stefania Rollo Lecturer, Italy |
It is hoped to continue these projects with the objectives of inclusivity as early as kindergarten by training all those involved in school settings at all levels. |
| Francesca Pinzauti Lecturer, Italy |
It gave me a new perspective |
| Emanuela Cella Lecturer, Italy |
This project should be promoted and shared in secondary schools, so as to involve the majority of teachers, not only support teachers but also curricular teachers, in order to get a clear and effective message across about what the process of inclusion in the broadest sense of the term represents. Thank you for this very interesting project. |
| Gianlorenzo Baracchi Lecturer, Italy |
The meeting was useful: the planned creation of H desks along the lines of those for autism, also as an interlocutor for schools, which often struggle to respond to requests for help from |
| Paola Rufini Lecturer, Italy |
It was a stimulating course that allowed one to reflect on many possibilities for a different approach to one's own work and fostered the possibility of thinking about new tools and strategies in one's own work context |
| Emanuela Tedeschi Lecturer, Italy |
Those provided and the horizons of work envisaged constitute very interesting operational paths, which can make a difference for many people, in terms of quality of life, active participation, self-determination, self-efficacy. I work a lot on the cognitive accessibility of spaces and contents in the various school orders, I firmly believe that it can make a difference and I have seen pupils and students develop awareness and satisfaction in creating, for example, communication tools for their classmates. All project work can open up perspectives and improve the quality of life and participation of many, as well as provide new and perhaps unexpected points of view for all. |
| Donatella Ciuffolini Policy Makers, Italy |
Mutual responsibility, which is not easy to achieve as it requires educational paradigms quite different from those currently adopted, based on a mainly individualistic and competitive approach, should support the best inclusion and development of everyone's potential for personal and collective well-being. |
| Martina Bencivegna Lecturer, Italy |
The most interesting aspect of the project was certainly the presence of so many different voices and so many experts in the field, who clearly articulated the problems that plague Italian institutions at the moment and proposed effective solutions to them. It was also very useful to have explained in detail what the UDL model was and how to integrate it. |
| Silvana Franco Lecturer, Italy |
The most interesting aspects of the project are: 1°-The whole project conceived and realised as being part of an even broader and more comprehensive project of an Educating Society and Lifelong Education - a desirable perspective, unique to be practised both for the planned/prefixed purposes and for all those involved. 2 - To have presented and tackled the various themes, making valid contributions, always remaining faithful to an overall interdynamic vision, with particular attention to the dimension of the experiential contextualisation of the training-education processes of each ‘subject as an actor-protagonist’ in a welcoming social network so as to promote as the ultimate goal not scholastic success, tout court, but training success, that is, the realisation of the person who must live and work with others. 3 - Having emphasised, without concealment, evasion, subterfuge, the difficulties/problems encountered during the project phases, given the ‘pioneering’ connotation of both the field of study and work and the path undertaken. |
| Anonymous Lecturer, Portugal |
The voices of people with intellectual disabilities must be heard throughout the entire process |
| José Maraver Garcia Student's family, Spain |
As a parent of a disabled person, thank you for normalising and integrating people with disabilities. |
| N/A Lecturer, Spain |
I think it is necessary, timely and a great opportunity. The training course because of its more immediate application and the contents associated with the new challenges. Looking to the future, a new continuity project is encouraged. |
| N/A Professional, Spain |
It is a necessary and relevant project. It has social scope and impact. It involves everyone (students in general, students with disabilities, teaching staff, administrative and service staff, university government and society). |
| N/A Lecturer, Spain |
Very interesting to make it mandatory for the entire university community. |
| N/A Other, Spain |
I love the project, I think it is very necessary and I feel that a lot can be learned from it and adapted in the right way. |
| N/A Lecturer, Spain |
I think it is a very interesting and innovative project that should be extended to all European universities. |
| N/A Other, Spain |
A very enriching and positive project that will improve the quality of life of people with disabilities. |
| N/A Professional, Spain |
I have been interested in all three because it is a way for people with disabilities to have more accessibility to everyday environments just like other people. |
| N/A Lecturer, Spain |
Very interesting for its complexity, transversality and practical repercussion, it approaches the disability perspective from the perspective of autonomy and the social model. |
| N/A Professional, Spain |
This marks the beginning of integrating individuals with disabilities into the university. It is essential to continue along this path to foster greater societal understanding of disability. |
| N/A Professional, Spain |
Gives people with intellectual disabilities a chance to improve their future |
| N/A Other, Spain |
The programme seems to me that it can help to give a lot of visibility to the collective in the university environment and therefore to create real inclusive spaces. I think it is a very friendly project that can have a great impact on society. |
| N/A Other, Spain |
The project seems to me innovative and necessary, both in terms of training and recommendations for higher education, as well as the participation of people with disabilities in the development of guides, recommendations, etc. All this contributes to the consolidation of the social model of disability. |
| N/A Professional, Spain |
I find this project very interesting, especially because it aims to make life more inclusive for all people with disabilities. |
| N/A Professional, Spain |
Both the digital course, the handbook and the recommendations are absolutely intertwined and are necessary and convenient for society and for the inclusive University Education System for Persons with Intellectual Disabilities. The concept of SOCIAL INCLUSION makes us better people, intellectually more open-minded, more tolerant, more honest and more diverse. |
| N/A Other, Spain |
It is a wonderful project for the integration of people with disabilities. The interesting thing would be for society to understand that the real disability lies in not understanding and accepting people with disabilities. |
| N/A Student with disability, Spain |
I think it was great because it has helped me to be more autonomous, I am very happy. |