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It also evaluates persistent barriers faced by disabled people in accessing education, and critically discusses a government reform intended to address these problems, linking inclusion with equality, participation, and legal 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constitutional basis supports inclusive education in Italy for persons with disabilities?","Question",{"text":61,"@type":62},"Article 34 establishes access to schooling and compulsory, free education, while Article 38(3) explicitly recognizes the right of disabled people to education and vocational training.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"How does the paper connect inclusive education to equality and participation principles?",{"text":66,"@type":62},"It links inclusive education to Article 2 (human rights and social solidarity) and Article 3, emphasizing substantive equality and the duty to remove economic and social obstacles that prevent full development and participation.",{"name":68,"@type":59,"acceptedAnswer":69},"What does the paper describe about Italy’s legislative approach to inclusion?",{"text":70,"@type":62},"It explains that law no. 118 of 1971 replaced the earlier assistance-based separation model with inclusion and educational integration, providing 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Reflections and Perspectives  \nBy Sara Carnovali *  \nThe paper aims to examine in detail the level of implementation of the right to inclusive education of persons with disabilities stipulated in the Italian legal system, with a particular focus on the Constitution and on the principles stated by the Italian Constitutional Court’s case law. The right to education of persons with disabilities is protected through different instruments, constitutional requirements and principles, legislation and case law, and at different territorial levels, representing an emblematic example of integrated or multi-level protection of fundamental rights. However, in reality people with disabilities still face many challenges in accessing education, and this article critically discusses the reform currently planned by the Government designed to address these problems.  \nKeywords: inclusive education, Italy, persons with disabilities, rights.  \nThe Rules on Inclusive Education  \nThe Italian Constitution  \nThe Italian Constitution – in the context of the recognition of fundamental human rights, equal dignity of all citizens and removal of the barriers that prevent the full development and participation of the person – states in Article 34 that\"the school is within everyone’s reach\" 1, that \"education, given for at least eight years, is compulsory and free\"2 and that \"worthy and capable people, even without any financial mean, have the right to reach the highest levels of education\"3.  \nThe guarantee of the right to education also relates to persons with disabilities, as confirmed by Article 38, paragraph 3 of the Constitution, which states that disabled people \"have the right to education and vocational training\" (Troilo, 2013) .  \nThis article has to be read in connection with Article 2, proclaiming that \"the Republic recognises and guarantees the inviolable human rights and requires the fulfillment of the mandatory duties of political, economic and social solidarity\"4. The provision then develops this concept, stating that the person is protected \"as an individual and in the social groups within which he expresses his personality\"5. This article indicates that the inviolable rights’ holder is not the isolated individual,  \n*  \n1  \n2  \n3  \n4  \n5  \nPh.D. Student, University of Milan, Italy. Article 34, paragraph 1, Italian Constitution. Ibid., paragraph 2.  \nIbid., paragraph 3.  \nArticle 2, Italian Constitution.  \nIbidem.  \n[https://doi.org/10.30958/aje.4-4-1](https://doi.org/10.30958/aje.4-4-1) doi=10.30958/aje.4-4-1  \nbut the \"person\", considered as part of social relations and structures.  \nFrom this perspective, Article 3 of the Italian Constitution is particularly important, stating, in addition to the principle of equality of all citizens before the law (formal equality), the duty of the Republic to remove economic and social obstacles able to restrict citizens’ freedom and equality (substantive equality):\"All citizens have equal social status and are equal before the law, without distinction of sex, race, language, religion, political opinions, and personal or social conditions\"6. The recognition of equal dignity entails the equal possibility of development of the individual personality, whatever the social and economic position is; the consequence is the illegality of laws that differentiate the treatment of citizens, unless they find their reason in further constitutional rules, able to justify the exemption.  \nFurthermore, Article 3 states that \"It is duty of the Republic to remove economic and social obstacles, which, by restricting the freedom and the equality of citizens, prevent the full development of human being and the effective participation of all workers in the political, economic and social development of the country\"7. This provision gives the Republic the task of removing the different obstacles that prevent the full enjoyment of individual rights, a task","cbCaim2kgQjuziIl","https://ap.wps.com/l/cbCaim2kgQjuziIl","pdf",467065,12,"English","# The Right to Inclusive Education of Persons with Disabilities in Italy\n## The Rules on Inclusive Education\n## The Italian Constitution\n## The Italian Legislation","[{\"question\":\"What constitutional basis supports inclusive education in Italy for persons with disabilities?\",\"answer\":\"Article 34 establishes access to schooling and compulsory, free education, while Article 38(3) explicitly recognizes the right of disabled people to education and vocational training.\"},{\"question\":\"How does the paper connect inclusive education to equality and participation principles?\",\"answer\":\"It links inclusive education to Article 2 (human rights and social solidarity) and Article 3, emphasizing substantive equality and the duty to remove economic and social obstacles that prevent full development and participation.\"},{\"question\":\"What does the paper describe about Italy’s legislative approach to inclusion?\",\"answer\":\"It explains that law no. 118 of 1971 replaced the earlier assistance-based separation model with inclusion and educational integration, providing measures such as free transport, removal of architectural barriers, and support for students with serious disabilities.\"}]","The Right to Inclusive Education of Persons with Disabilities in Italy - Reflections and Perspectives | PDF",1792075191]