University as a place of construction of the identity: obstacles, best practices and technologies for inclusion

The paper critically investigates Italian university policies of inclusion of students with disabilities. Starting from a review of the literature on the role of universities as places of inclusion and confrontation with diversity ([2], [24]), the proposal analyzes the inclusion strategies of the three main Roman Universities: La Sapienza, Tor Vergata, and RomaTre. Through a mixed methods approach, the contribution analyzes secondary data provided by the universities and interviews administered to the operators of the dedicated services, addressing monitoring barriers, facilitation mechanisms, transition processes from high school, and the approach to non-manifest forms of disability. The preliminary analysis of data shows that inclusion policies are inadequate or struggle to engage students. Students with disabilities do not make up 4% of the total; furthermore, the higher the level of university education, the lower their presence. The interviews confirm that digital technologies play a central role in terms of deterritorializing university activities [42], but they are still a long way from being personalized according to potential users [41]. We second the current literature in arguing that inclusion policies in Italian universities require a greater commitment of institutions with the building of an inclusive community that allows for the active participation of all students. We therefore argue for universities to promote a culture of disability, offering safe spaces and opening up to a confrontation based on the recognition and enhancement of individual diversity [6], without falling into mere welfarism [31].