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The paper illustrates the first results of the monitoring of the Rethinking College Program, a training course of the University of Padua that, starting from the literature on inclusive higher education, offers a relational and learning opportunity to young people with disabilities or autism spectrum disorder who leave secondary school with the attendance certificate. The results highlight the overall satisfaction of teachers, peer mentors and students: among the strengths are the positive relationships between peer mentor and student, and between the latter and the teacher. While the main critical aspect is the lack of relationships between classmates. A priority will be to activate training and supervision spaces to support peer mentors in their role as mediators of classmate relationships. [ABSTRACT FROM AUTHOR]

The right to education in prison offers a chance for human growth in a complex and dehumanizing environment. However, the peculiarities of prison systems, together with past experiences of school failure, can constitute significant obstacles to knowledge access. To enhance accessibility, participation, and achievement, even within prisons, it is necessary to review teaching practices. This paper aids in the reconsideration of the teaching of mathematics for incarcerated adults or young adults. Drawing on Paulo Freire’s theories, we analyze the dialogues with and among prisoner students about mathematics. [ABSTRACT FROM AUTHOR]

In this paper we present “Revita”, a language learning system designed at the University of Helsinki and available for free online. In particular, we focus on features for Russian language learners and teachers, showing how the tool can be a valuable aid for both self-study and classroom work. [ABSTRACT FROM AUTHOR]