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.

Impactful and Enriching

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.

True Inclusion

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.

Positive Experience

The trip led to authentic friendships and meaningful experiences for all. InclusiveU first-year student Jack Pasquale ’28 says, “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.

The scholarship was established in loving memory of Liam Zoghby, a cherished member of the ���ϲ����� community who passed away in January 2024. Liam was a sophomore in the InclusiveU program and served as a student manager for the Orange men’s basketball team, leaving a lasting impact on all who knew him.

Jalal and Eileen Zoghby, third and fourth from right, parents of Liam Zoghby, present a ceremonial check to Chancellor Kent Syverud. They are pictured with their family and Beth Meyers, right, Lawrence B. Taishoff Associate Professor of Inclusive Education and director of the Taishoff Center. (Photo by Marilyn Hesler)

“When we lost Liam, we had two options: either surrender to what had occurred or make a difference and ‘Find The Good.’ What we learned from Liam is that, through everything he went through, he never gave up and always sought the good,” say Liam’s parents Jalal and Eileen Zoghby. “With all the love and amazing support Liam experienced at InclusiveU, we are continuing Liam’s legacy and hopeful others will support the important work of the program and the meaningful opportunities it provides to students. May we find the good together.”

Formed in 2024, Live Like Liam Inc. is a charitable foundation created to honor Liam’s legacy. In partnership with the Central New York Community Foundation, the organization supports families of children with disabilities or life-threatening illnesses by providing critical financial assistance.

“Liam was a student whose love for ���ϲ����� ran deep—and the feeling was mutual. His warmth, generosity and kindness left a lasting impression on everyone who knew him. We are deeply grateful to the Live Like Liam Foundation for establishing a scholarship in his memory. It is an honor to help carry Liam’s spirit forward by sharing his story and enthusiasm for life with the students who will benefit from this meaningful gift,” says Brianna Shults, director of InclusiveU.

InclusiveU brings students of all ages with intellectual and developmental disabilities who want to experience college life in a fully inclusive setting to ���ϲ�����. For more information about InclusiveU, please visit

For more information about the Live Like Liam Foundation, visit: .

Karly Grifasi and Martin Walls contributed to this story

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