Conference Program
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
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M.18. Pedagogies of Wellbeing: Self-Regulation, Inclusion and Learning in Diverse Educational Contexts Location: Scienze Politiche (CU002): Aula XI Bis Convenor(s): Letizia Zampino (University of Trento, Italy) | |
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Accessibility of School Buildings in Italy: A Longitudinal Analysis of Architectural Barriers from 2020 to 2025 1: University of Macerata, Italy; 2: Università degli Studi Roma Tre; 3: Sapienza Università di Roma This study examines the diffusion of architectural barrier removal measures in Italian school buildings over five school years, from 2020-2021 to 2024-2025, using open data collected by local authorities and made available through the Italian Ministry of Education portal. The legal framework requiring local authorities to ensure the accessibility of school buildings has been in place since Law No. 23 of 11 January 1996, yet the actual degree of compliance across the national territory has rarely been examined systematically over time. The dataset covers individual school buildings nationwide and includes information on school type and geographic location at regional, provincial and municipal level. Each building is classified according to whether accessibility measures are in place, allowing for both cross-sectional and longitudinal comparisons. The analysis adopts a descriptive approach to map the distribution and temporal evolution of these measures across different school levels, from kindergarten to upper secondary education. A core focus of the study is the identification of persistent geographic disparities, examining whether certain regions or municipalities consistently show lower rates of accessible buildings over the observation period. Differences across school types are also explored, as infrastructure characteristics and ownership arrangements may vary considerably between levels of education. In addition, buildings with “not defined” accessibility information are explicitly incorporated into the analysis. Rather than being excluded as simple missing data, their non-response is considered analytically relevant, especially given its concentration in specific segments of the school building stock, thereby enriching the overall national picture. Results describe how the share of accessible buildings has evolved over time, which school types and regions lag furthest behind, and where data coverage remains incomplete, offering a systematic overview of a dimension of school infrastructure that is central to inclusive education. | |