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Following the 2030 Agenda (UN, 2015), the growth of an inclusive culture in higher education contexts contemplates the strategic value of promoting the university community well-being, starting from each person's contribution (Priestley et al., 2022). According to Article 30 of the UN Convention on the Rights of Persons with Disabilities (2006), providing opportunities to support study and university life means moving from a logic of needs to a logic of rights. In that sense, the University of Macerata promotes the psycho-physical and social well-being of its students, developing empowerment processes (Barbuto, 2018; Taddei, 2020) that guarantee a more equal participation in university life. In this paper, we will present the format Inclusion 3.0 which, starting from the "Voice" (Grion, 2017; D'Angelo et al., 2020) of university students with disabilities and SLDs (Giaconi, Del Bianco, 2018; Giaconi et al., 2018), embodies an innovative perspective for University as a place of well-being. [ABSTRACT FROM AUTHOR]

Recent studies show the inclusive potential of children's literature, not only in the themes proposed but also due to the access to the language it allows. In this way, children's literature contributes to that ideal of inclusion understood in a broad sense that characterizes the Italian context of special education. Through the analysis of exploratory cases conducted in different territorial contexts with which the University found itself collaborating, in this contribution we aim to reflect on the potential that children's literature can also have in the context of the third mission, above all encouraging the building of alliances and communities aimed at working together and reflecting on practices, including particular subjects and actors. [ABSTRACT FROM AUTHOR]