Conference Program

In recent decades, educational inclusion has been recognised as one of the fundamental principles of inclusive education. In many education systems, and particularly in the Italian model, it is grounded in the right of students with disabilities to participate in mainstream classroom life and to follow standard curricula. This institutional achievement, often regarded as a distinctive feature of the Italian system, nevertheless raises a crucial question: is participation in classroom life sufficient to prepare students with disabilities to face adult life independently?

The concern lies in the risk that educational inclusion may remain largely confined to the formal school setting, without fully translating into social inclusion and, above all, labour market inclusion. The key question, therefore, is whether the educational pathways offered in schools are truly capable of developing the skills needed to live independently in society. Among these, one dimension still appears to be largely overlooked within inclusion policies and practices: economic citizenship.

The ability to understand the value of money, manage a personal budget, plan expenditure, develop savings strategies, and administer one’s own resources represents a fundamental competence for individual autonomy. For people with disabilities, these skills acquire even greater significance, as they directly affect their ability to lead an independent life, manage personal income—such as pensions or other forms of financial support—and participate meaningfully in social life, especially when family support is no longer available.

Despite its evident relevance, economic and financial literacy is rarely incorporated into school curricula or students' life plans. Educational practices tend to prioritise participation in traditional subject-based curricula, even when these are only weakly connected to the real prospects for independence of the most vulnerable students. This situation creates a tension between curricular inclusion and social inclusion, raising questions about the very meaning of educational equity.

This paper argues for the need to explicitly introduce economic and financial literacy into the life plans of students with disabilities. Schools should promote educational pathways focused on understanding income from work, managing a personal budget, developing a propensity to save, and acquiring the ability to make informed economic decisions in everyday life.

Drawing on the capability approach, the paper proposes rethinking educational inclusion as a process aimed at fostering the real conditions for autonomy and participation in social life. From this perspective, economic citizenship becomes an essential dimension of social equity and a structural element in shaping the life plans of students with disabilities.

A truly inclusive school should not merely ensure that students are present in the classroom, but should prepare them to live in society with practical tools for autonomy. Among these, the ability to understand and manage money, plan one’s budget, and develop savings habits represents a fundamental condition for transforming inclusion from a formal principle into a real opportunity for participation and independence in adult life.