Students and staff sit outside of the Parthenon together while on a walking tour of Rome landmarks.
The University’s first inclusive study abroad trip has redefined what inclusive higher education looks like, blending immersive cultural experiences with academic exploration of inclusive education across borders. This two-week program brought together students with and without intellectual disability, reflecting a commitment to making global education more inclusive and accessible to everyone.
The course, led by the (SOE) in partnership with and the , brought 14 students on a journey through some of Italy’s most iconic cities.
Faculty members and co-taught the class, made up of seven current and former students, and seven matriculated students from SOE. From the bustling piazzas of Rome to the quiet charm of Padua, students explored how Italy’s long-standing commitment to inclusive education plays out in classrooms, universities and community spaces.
The Florence Center and the (CDI) partnered to support the experience. Students lived inclusively with roommates throughout the two-week program—sharing spaces, dining, attending class, travelling and experiencing the cities together.
Students visit ϲ Abroad’s Florence Center.
Ashby, a professor of inclusive education and CDI director, has collaborated with several SOE faculty for previous iterations of this study abroad class. She notes the importance of fully including students with intellectual disability in this particular experience.
“For years, we have been bringing ϲ students to Italy to explore inclusive education in a context where nearly all students with disabilities are educated in general education classrooms alongside typical peers. But what made this trip different was the intentional focus on living inclusion while we studied it,” says Ashby. “Every facet of the trip was an opportunity for learning and exploration, and we are excited by the possibilities of expanding to new countries and longer-term abroad opportunities.”
The course included lectures, school visits, community-based research projects and museum tours, giving students daily opportunities to apply their knowledge. Guided Italian lessons offered both a linguistic and cultural gateway, with ample chances to practice in real-world settings.
One of the program’s highlights was visiting elementary and secondary schools in Florence and Rome, allowing students to experience Italy’s inclusive education framework. The group also visited universities in Rome and Padua, including a session with Gianfranco Zaccai ’70, H’09, a supporter of ϲ and inclusive innovation through the initiative.
“It was truly impactful and enriching to observe the full integration of students with disabilities in mainstream education,” says SOE student Elyas Layachi ’27. “It was also eye-opening to be critical of the shortcomings of Italy’s education system, while also comparing it to that of the United States and our own educational experiences. I hope that the United States’ education system can take a step in a similar direction of full inclusion for all students, regardless of their disability status.”
Students sit outside of the Borghese Gardens for their final class reflection.
Italy is internationally recognized for its progressive approach to inclusive education. With nearly 97% literacy and policies that mandate the inclusion of students with disabilities in general education classrooms (, 2010, 2007), the country serves as a case study. At the same time, shifting demographics and rising accountability pressures make this a pivotal moment to critically reflect on both the successes achieved and the work ahead in advancing inclusion in Italian schools.
ϲ students had the opportunity to see these systems in practice and engage in comparative discussions about how inclusion is approached in the U.S. and Italy, as well as how current political and cultural climates have affected the implementation of the law. Ph.D. students from the School of Education are using the findings from this course to research the effectiveness of inclusion within hands-on cultural immersion.
Myers, Lawrence B. Taishoff Associate Professor of Inclusive Education and executive director of the , collaborated with Ashby to organize an itinerary that would get to the heart of immersive learning.
“I really appreciated teaching and studying about disability and inclusion with our students,” says Myers. “Everyone in this course brought their own perspective and experience, and that really added to what we were learning through the readings, classes and school visits. Another highlight for me was seeing how everyone in the group supported one another—this was true inclusion during class and in the world.”
After a group dinner, students and staff take a photo to celebrate their last day in Italy.
The trip led to authentic friendships and meaningful experiences for all. InclusiveU freshman Jack Pasquale ’28 reflects, “Since I am autistic, inclusion means a lot to me on a personal level. I am always trying to get involved and learn more. This was an incredible opportunity to meet and work with new people, to build on my independence and social skills, to see some of the world’s most important art works and churches, and to eat some of the world’s best food!”
“Being able to study abroad is a positive experience I will carry with me for the rest of my life,” adds Pasquale.
This course not only succeeded in giving students a once in a lifetime opportunity to experience Italian life and inclusive education, it also opens the door for other universities looking to expand their offerings.
It demonstrated that, with thoughtful planning and the right partnerships, studying abroad can and should be for everyone. Layachi agrees: “I made a lot of new friends and learned how to navigate foreign cities. Inclusion, when done right, benefits everyone involved.”
Karly Grifasi also contributed to this story.
