Disabilità e università nella ricerca internazionale: una sfida ancora aperta
Rosa Bellacicco
In a knowledge-based society, the inclusion of disabled students in higher education is one of the most meaningful purposes for universities at an international level. This inclusion, however, is not fully implemented and currently has to cope with several problems. This article examines some research, carried out between 1999 and today, in foreign higher education institutions which use the social model of disability as a theoretical framework of reference.
The aim, by giving disabled students a voice, is to highlight the weave of facilitators and/or barriers within these contexts and to prompt discussion on this issue, even in our scientific community. Studies show that, in spite of positive steps taken by universities to support academic courses attended by people with disabilities, the facility model must be qualified and reorganised in light of a discussion on educational policy and on types of support for all university students, not only the most vulnerable ones.
