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The contribution aims to look at the European School System from a transnational perspective in order to trace the interactions and connections that characterised these Schools in the 1960s and 1970s. A close reading of two speeches given by Albert Van Houtte, a member of the Board of Governors, and of a preparatory study on curriculum reform drawn up in 1971 reveals connections with international organisations such as Pax Christi and UNESCO, as well as pedagogical influences stemming from the individual member states and traceable to different experiences of active pedagogy. [ABSTRACT FROM AUTHOR]

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]

The Seventies were significant for Italian special education, especially due to the approval of Law 517/1977, an important first step to integrate disability into the educational, cultural and social environment, guaranteeing access to education for all. The contribution moves from a literature rievew to resume some of the paths that have favored this vision of social equity, focusing, in particular, on experiences related to language education and children's literature. The aim is to investigate how the latter, understood as a source for the reconstruction of historical, educational and cultural processes, anticipated the trends of "welcoming" diversity, difference and different pedagogical views - either linked to a disability or a specific social or gender condition - and contributed to spreading them thanks to a transnational cultural milieu decisive for special education itself. [ABSTRACT FROM AUTHOR]