Conference Program

Self-narrative studies represent a key approach to addressing identity challenges - such as a lack of or low self-esteem, scarce sense of agency and inadequate application of study strategies -frequently experienced by neurodivergent young adult students, generally defined as having ‘special needs’, at the beginning of their academic careers.

Through a year-long training with a specialized tutor, students are guided to retell their own story and reconsider their divergent functioning, moving beyond the traditional ‘normal vs different’ or ‘healthy vs ill’ dichotomies. The goal is to rediscover their potential, agency and capability to manage their academic choices, ensuring access to the full range of opportunities, regardless of their ‘neuroprofile’. The training program is also used to help students effectively activate the support services offered by the University in order to develop the agency for their autonomous journey beyond university years.

The results, on one hand, are considered a key element in evaluating the efficacy of the empowerment and tutoring program, aimed at enhancing university services and fostering greater equity among the student community. On the other hand, these results are used to engage in dialogue with further research on teacher training program regarding inclusive methods, in order to monitor and improve their perception of student identity, overcoming cultural biases and prejudices.