Remote Learning and Dropout Rates: a study of the quality of inclusive processes at the University of Reggio Calabria

Abstract

The present study stresses our need to foster inclusivity-based educational actions and practices at the university of Reggio Calabria. Designing inclusive education practices, however, entails distancing ourselves from all those actions deriving from an impairment-correction-oriented teaching logic. This logic involves an absolute coincidence of disability and impairment, whereas an inclusive mentality embodies the notion of disability and places the impairment within the disabling processes that contexts produce. In the light of all the above considerations, it is vital to stress that even at university the design of a universal routes for all students could pave the way for our developing new interesting inclusivity-based educational scenarios.