The History of Special Education in

Italy
And a Comparative Analysis with the
History of Special Education in the US

Definition of the Disability

The World Health Organization in 1976 provides the most commonly cited definition for
disability. It offers a three-fold distinction between the terms (1) impairment, (2) disability)
and (3) handicap.

The World Health Organization (WHO) logo. The World Health Organization (WHO) is a specialized
agency of the United Nations that is concerned with international public health. It was established on April
7, 1948, and is headquartered in Geneva, Switzerland. The WHO is a member of the United Nations
Development Group. Its predecessor, the Health Organization, was an agency of the League of Nations.

According to this organization, it defines the three terms as follows:

(1) Impairment – any loss or abnormality of psychological, physiological or anatomical

structure or function.
(2) Disability – any restriction or lack of ability (resulting from impairment) to perform
an activity in the manner or within the range considered normal for a human being.
(3) Handicap – a disadvantage for a given individual (resulting from an impairment or
a disability) which prevents the fulfilment of one’s role (depending on someone’s
age, sex, and social and cultural factors) that is considered normal for that individual.
According to the United Nations Standard Rules on the Equalization of Opportunities
for Persons with Disabilities:

The term ‘disability’ summarizes a great number of various functional limitations

occurring in any population in any country of the world.

People may be disabled by physical, intellectual, or sensory impairment, medical

conditions or mental illness. These impairments, conditions or illness may be
permanent or transitory in nature.

The term ‘handicap’ means the loss or limitation of opportunities to take part in the life
of the community on an equal level with others. It describes the encounter between
the person with a disability and the environment.

The purpose of this term is to emphasize the focus on the shortcomings in the
environment and in many organized activities in society, for example: information,
communication and education - which prevents persons with disabilities from
participating on equal terms.

The United Nations Logo. The United Nations is a global organization that brings together its
member states to confront common challenges, manage shared responsibilities and exercise
collective action in an enduring quest for a peaceful, inclusive and sustainably developing world,
in conformity with the principles of justice and international law and with respect for human
rights and fundamental freedoms.

By year 1980, The World Health Organization espoused an international classification of

impairments, disabilities and handicaps, which suggested a more precise and at the
same time relativistic approach.
There is now a clear distinction between “impairment”, “disability” and “handicap”
established by The International Classification of Impairments, Disabilities, and
Handicaps. It has been used extensively in areas such as rehabilitation, education,
statistics, policy, legislation, demography, sociology, economics and anthropology.

International Classification of. Impairments, Disabilities, and Handicaps. A manual of

classification relating to the consequences of disease.

Some users have expressed concern that the Classification, in its definition of the term
“handicap”, may still be considered too medical and too centered on the individual, and
may not adequately clarify the interaction between societal conditions or expectations
and the abilities of the individual. Those concerns, and others expressed by users during
the 12 years since its publication are addressed in the forthcoming revisions of the
Classification.

As a result of the experience gained in the implementation of the World Programme of

Action and of the general discussion that took place during the UN’s Decade of Disabled
Persons, there had been a deepening of knowledge and extension of understanding
concerning disability issues and its use of terminology. Current terminology recognizes
the necessity of addressing both the individual’s needs (such as rehabilitation and
technical aids) and the shortcomings of the society (various obstacles for participation).

On behalf of Italy, Prof. Maria Rita Saulle provided the importance in underlining the
definition of disability contained in the Draft Convention on the rights of disabled
persons.
Maria Rita Saulle (December 3, 1935 – July 7, 2011). Maria Rita Saulle was a professor of law
and a judge in the Italian Constitutional Court from November 2005 until her death on 7 July
2011.

Art. 1 provides: “For the purposes of the present Convention, the term disabled shall mean
any person who, due to a physical or mental disability, either congenital or acquired, of a
lasting or permanent charater, is not able to secure itself, in an autonomous way,
conditions for a normal individual and social life”.

With reference to the italian legislation, frame-law n. 104/92 which is the basis of current
legislation regarding the rights of disabled persons, it ensures a clear definition of a
disabled person (art. 3.1, “Persons entitled”), following the WHO definition: “A disabled
person is anyone who has a physical, mental or sensory impairment, of a stable or
progressive nature, that causes difficulty in learning, establishing relationships or
obtaining employment and is such as to place the person in a situation of social
disadvantage or exclusion”.

People are not called “severely disabled” but disabled people with severe impairments,
thereby using an expression that indicates an advanced and dynamic outlook of the
psychic, physical and relational condition of a disabled person and thereby overcoming
the old and pseudo-scientific static conception of disability.
Historical Treatment of Society for Those with Disabilities

ITALY

Discrimination against people with disabilities is considered illegal in Italy. Although there
has been a huge gap with regards to historical accounts of the society’s treatment for
these groups of individuals, from year 1990s onwards, scholars have now taken the study
of special education into consideration.

Societal discrimination still exists in some amounts. But when it comes to employment
and education, no discrimination is placed upon people with disabilities. At work,
according to Italian legislation, organizations that hire about 15-50 employees should at
least have at least 1 or 2 handicapped people. Larger companies however demands that
7% of the workforce has to consist of people with disabilities. Companies that hire
individuals with disability are granted of certain benefits such as Social Security
contribution. Workers having special needs are supported by different legislative bodies.

Accommodation for people with disabilities are now becoming a trend as most of the
major cities in Italy are starting to take action regarding this matter. Ramps are installed
in buildings and other structures, for easier access in getting in and out of the premises
for people on wheelchairs.

When it comes to public transportation, vehicles have now become more user-friendly for
the handicapped. On train travel, there are reserved seats for passengers on wheelchair.
In such cases, passengers can also transfer from their wheelchairs to their seats. Special
compartments are also available in certain trains. These are designed for accommodating
people who that are unable to transfer. In Italian Railways, the Blue Room (Blu sala) service
provides assistance for passengers throughout their journey. Services of the staff at the
Blue Room offers help with the information about their travel, wheelchair arrangements,
booking of seats, and assistance in carrying 1 handbag. Arrangements in assistance,
however should be done 24 hours before traveling by train. This service can be contacted
from 7AM to 9PM, local time.

By obtaining a free Blue card or ‘carta blu’ from a Blue hall or a ticket counter, mobility
allowance is now entitled to all Italian residents who are disabled.
All individuals having limited mobility are entitled to special assistance at airports and in
planes without any additional cost. Italy’s airport authorities are responsible for ensuring
accommodation of the disabled people’s special needs. Every major airport has provisions
for a wheelchair as well as assistance during boarding and landing. Other further
assistances of the airport staff include checking in, baggage and flight connections during
trips.

Furthermore, the airlines are free of providing any kind of additional services to individuals
with reduced mobility. The airline should be notified of the specific needs for the disabled
passenger upon booking of flight.

Bus travel for the disabled is still somewhat cumbersome. Certain private companies rent
out buses that have been adapted for disabled people.

Since Italy is a peninsula, the use of boats and ferries can also now be accessed with ease
by the disabled. Upon booking a ferry ride, it is also a necessity to notify the concerned
staff regarding the specific type of disability to provide special assistance.

When it comes to parking, special provisions are made for handicapped individuals who
are capable of driving an automobile. All cars that are parked in a “disabled spot” should
have the European Community Blue Badge or a Blue Disabled Parking Card.

The accessibility of motorway service areas, bathrooms, restaurants and other amenities
is still under development. Accessibility may vary from one area to the other.

Another important highlight to consider is that Italy in the 1970s implemented the
inclusion of its students with special needs and of those with disabilities. Full inclusion
means that no child will experience education in a separate setting. Italy is likely a nation
considering this educational system since this community is approximating full inclusion
with regards to the education of people with disabilities and special needs. However, in
reality, even with the promises of full inclusion, the everyday reality in Italian classrooms
is more complex and neither as encouraging as one can anticipate. With regard to the
right to receive education, the available comparative international data show that Italy’s
system of education has not expanded the right of persons with disabilities compared to
other South European countries, as shown in comparisons by Anastasiou and Keller 2011,
2014; EADSNE 2012).

In the issue regarding the rights to quality or appropriate education, a medicalized model
is the regarded reference for identification and classification of disabilities in Italy.
Individualised support is oriented towards the most severe disabilities but does not clearly
apply to students with SLD or other special needs of students with less-severe, high-
incidence disabilities.

Any level in inclusion provides challenges, and full inclusion is a bit more challenging.
Particularly, it raises issues such as the collaboration between support teachers and
general education teachers. Monasta (2000) wrote about ‘simple insertion’, rather than
real integration in Italian schools, as little attention is given to the particular needs of
different types of disabilities, whereas the professional preparation of teachers is not
specialised enough to meet the aims of such a policy.

Empirical data shows outcomes that the teachers’ attitudes towards inclusion are either
positive or mixed (e.g. Canevaro et al. 2011). Beyond the official inclusion statistics, it
seems that an informal ‘backdoor’ special education has been constructed and developed
by schools at the local level to address specialised educational needs.

The policy of ‘integration’ that has been implemented since the 1970s is based on a
welcoming culture in the common school context, and represents a particular phase, both
politically and socially of Italian history. It is based on a system of relations around the
person with a disability and on the reciprocal enrichment that allows the other students
to understand a different way of learning which is concerned with living together. School
integration allows the students to share a new understanding of education which is
underpinned by the principle that by living together all students can acquire new ways of
learning and new kinds of knowledge.

In terms of supporting organizations, one recognized in Italy is the Italian Disability Forum.
The Italian Disability Forum (Forum Italiano sulla Disabilità - FID) is an Italian not-for-profit
organization of persons with disabilities (DPO), full member of the European Disability
Forum (EDF), representing the interests of persons with disabilities in Italy. It is composed
exclusively of national organizations of persons with disabilities and their families. Its aims
are to fight for the recognition, promotion and protection of the human rights of persons
with disabilities, as well as for non-discrimination and equal opportunities. Since its
establishment, the Italian Disability Forum has participated in all initiatives and activities
carried out by EDF.

AMERICA

America has done quite a lot in terms of providing assistance to individuals with
disabilities.
In terms of disability rights, they are provided with equality before the law, the freedom
of speech, respect for privacy, the right to both marriage and family, the right to
education, the right to health and many others.

In the US, awareness of this fact is becoming increasingly dominant. The disability rights
movement is the movement to secure equal opportunities and equal rights for people
with disabilities. The specific goals and demands of the movement are: accessibility and
safety in transportation, architecture, and the physical environment, equal opportunities
in independent living, employment, education, and housing, and freedom from abuse,
neglect, and violations of patients’ rights. Basic rights of a person are presented through
some different treaties. The following are:

 The Universal Declaration of Human Rights (UDHR)

 The International Covenant on Civil and Political Rights (ICCPR)
 The International Covenant on Economic, Social, and Cultural Rights (ICESCR)
 The Inter-American Convention on the Elimination of All Forms of Discrimination
Against Persons with Disabilities (CEDPWD)

The Convention on the Rights of the Persons with Disabilities (CPRD) is considered the
first treaty that addresses comprehensively, every aspect of discrimination related to
disability including areas in education, employment, self-determination and privacy.
Although it was signed in 2009, ratification of its convention is still pending.

One primary component in the fight against discrimination is the evident assistances in
accessibility for people with disabilities. According to the Department of Transportation,
only 55-60% of public buses have wheelchair lifts installed. Buses that lack wheelchair lifts
makes persons with disabilities denied of access due to lifts not functioning properly, or
even bus drivers lacking the training of operating these equipment.

Housing discrimination is rampant. Some individuals with disabilities are denied of

accommodations or modifications needed for their housing. For example, 44% of the 10,
552 housing discrimination cases filed in 2008 consists of complaints involving persons
with disabilities. Persons with disabilities receive less encouragement in pursuing rental
agreements and are less likely of being offered an application compared to those who are
non-disabled.

In America, individuals with disabilities take on both systemic and direct forms of
harassment such as insults, isolation, shunning, mockery, physical abuse, and
disefranchisement. The US government has prompted the prosecution of cases of
disability harassments taking place in schools and workplaces, yet there are still many
courts in America who refuse consideration of disability harassment as a serious crime,
comparable to racism and sexism.

Receiving quality health care for those with disabilities are also aided with barriers despite
the presence of the American Disability Act regulations. Some facilities in health care do
not provide assistive technologies. In most cases, fighting with insurance companies for
obtaining treatments and accommodations are needed to be done.

Revisions in the Individuals with Disabilities Education Act (IDEA) has led to the
improvement in the quality of education for children with disabilities. Corporal
punishments, even in children with disabilities are still likely to happen in schools of
America.

Out of the 223,190 public school students in America who were beaten with a paddle in
the 2006-2007 school year, at least 41,972 of them or 19% were students who experienced
a form of disability. On one note, students with disabilities are also less likely to graduate
from high school. One reason for this is because a number of colleges in America does
not provide adequate support services nor awareness on the issues related to disability,
and has, since then, remained inconsistent in their interpretations of their requirements
in regards to the accommodation of persons with disabilities. Majority of the students
having disability requires extra cost in their payment for accommodations and may even
take a longer time to graduate, thus also adds an increase in their financial costs.

Talking about transportation, some transit systems are biased towards the able-bodied
individuals wherein signs are displayed with the reading, “Non-disabled only”. For people
with disabilities who rely on transportation systems like trains and buses, further isolation
from the society is observed as inadequacies in transportation services are still an
inevitable issue. In relation to ensuring human rights, the Department of Transportation
still has a lot of role to play and work on to serve its citizens.

The very first thing the United States government needs to do is to ratify the Convention
on the Rights of Persons with Disabilities and its optional protocols, enacting these vital
items pertaining to us and our rights. Doing so not only outlines our rights in clear terms,
it supports the Americans with Disabilities Act.

Legislation empowering People with Disabilities in America is also desperately needed.

We need the power to work on an ad hoc basis with government departments with the
intention of improving the departments that support services related to us and our rights.
While many people with disabilities find themselves unable to work on a full-time basis,
a great many of us are able to contribute incredibly meaningful, productive things on an
ad hoc basis as our health allows; we simply need the legal ability to do so. The technology
exists for us to contribute; we simply need the opportunity.

Vast awareness campaigns concerning the ADA and the Convention on the Rights of
Persons with Disabilities (CRPD) are needed in America. The citizens of this nation -
whether they experience a form of disability or not, need to be aware of the rights and
abilities of citizens with disabilities. Awareness of these issues can no longer remain on
the sidelines - People with Disabilities comprise America's largest minority population.

Although there are laws that protect these individuals, services and added assistance in
providing some support for the people with the disabilities, the US government, no matter
how much it grows, or how many people it hires, will still be limited in its abilities to
support the rights of People with Disabilities. Ensuring the rights of People with
Disabilities in America is going to require further efforts - ones involving the people of
this nation and more.

COMPARISON OF ITALY AND AMERICA’s TREATMENT FOR PEOPLE WITH DISABILITIES

Comparing Italy and America’s treatment for people with disabilities, a lot of differences can
be drawn. First of course, is that both countries took different time periods where the matters
of special education was once introduced. America began effective actions in the 1970s
while Italy started giving attention to the matter in 1993 despite implementing inclusion in
schools back in 1970s. One reason for this gap in literature is that in Italian historiography,
there was a tendency to privilege the study of doctrines and systems of thought at the
expense of the concrete application of these theoretical models. While there is a lack of
information with regards to how the ancient society treated the people with disabilities in
Italy, recent findings show some interesting information. Italy compared with the education
in America (for people with special needs and disabilities) is somewhat different to compare
even with statistical data. Differences in culture and possibly many more factors can arise
to fully comprehend an analysis determining which of the two countries had been more
successful. With regards to other factors however, in terms of providing supporting
organizations to these individuals, America has established more. Italy focused greatly on
providing services for individuals with disabilities and special needs when it comes to
transportation. America still has to work on in the issues of discrimination although its
government is providing various actions. Going back to education, research shows data on
America regarding those people with disabilities who are able to finish a degree or level in
schooling. With these available information, only an inferential comparison can be drawn.
Some areas of information cannot be directly measured to come up with results that pertain
to effectiveness, and Italy’s gap in recorded literature can also be a factor to draw a full
comparison on both countries.

Special Education Placement Programs and Local Laws

ITALY

The Law April 2 1968 n. 482 is the most important act concerning the employment of the
disabled. The law contains the general rules on compulsory enrolment of disabled persons
in the public administration and private enterprises. Only the physically disabled persons
are under this law.
After many years of strong intervention to modify such law, and a clear position taken by
the Italian Costitutional Court with the decision n. 50 taken on February 2nd 1990 n. 50
(Review of legal costitutionality of the art. 5 of Law April 2nd 1968, n. 482 – General rules
on compulsory enrolment of disabled persons in the public administration and private
enterprise - in relations to the artt. 1, 2 and 3 of the same law), it was provided that law n.
480 should also be applied to the mentally disabled.

Fundamental innovation for social policies was involved in this law with regards to people
with regards to the citizens of Italy having disabilities. This in turn created the premises
and conditions for full affirmation of civil rights and participation in the social life of
persons with disabilities.

Frame-law 104/92 featured a complete inversion compared to its previous legislative

actions on this subject, which were almost exclusively based on assistance and specific
sectors. Italy previously underwent a gradual process involving acknowledgement of
partial rights for disabled people. However, this occurred in a fragmented manner and
took into account specific categories of disabled people or specific needs and rights such
as economic support, health, education, employment, mobility, etc.

The law fully acknowledges a disabled person despite the extent of his or her disability
and takes into consideration the development of a disabled person from birth to
participation in the family, at school, at work and during leisure time.

On March 12 1999, another law was publicized: (Law n.68/99) containing new rules on the
right to the work of disabled persons (legge contenente norme per il diritto la lavoro dei
disabili). Law 68 of 1999 protects the rights of workers with disabilities and prohibits
discrimination against them in the workplace. Besides promoting access of the disabled
people for work, through a compulsory employment quota system, this law states that
the same standards of legislative and collectively agreed treatment must apply to disabled
workers as to other workers. Such law concerns public and private agencies and
enterprises with more than 15 employees. The law embodies some fundamental principles
which can be so referred:

1) The enrolment of disabled persons in a place conform to their abilities with aids and
support-aids, by means of affirmative actions and solution of problems connected with
the environment etc.,

2) The accommodation of disabled persons in a job is decided by a medical commission

(art. 1.4) as already provided by frame-law n. 104 of 1992. This commission has the task:
i) to formulate a functional diagnosis in order to determine the whole ability of disabled
persons i.e. to specify the grade and quality of his/her impairments and the type of this;
ii) to propose the lines to facilitate his/her accommodation in a job. The commission will
precise the position of disabled persons inside his/her environment, attitudes, family
relations, taking into account the school’s degree and the work already effected;

3) There is an obligation to assume people with disabilities for public and private
enterprises on 7% on total working force if the private enterprise has less than 50
employees.

There are some exceptions from such obligation for: political parties, unions,
organizations of social solidarity; nevertheless they are obliged in case of new
assumptions.

For the police and civil protection, disabled persons are enrolled only for administrative
tasks. Moreover other cases of derogation are provided by the article 3 and 5. In certain
cases provided by article 5, the employer who demonstrates not to be in condition to
assume disabled persons for one of the reasons there indicated (e.g. the type of activity
etc.) will pay to the Regional Fund for the Employment a financial contribution indicated
by the same law.

Furthermore, the law provides some services in order to facilitate the access to work of
disabled persons in conformity with article 7; other rules regard lists for the employment,
the regulation of job relations (art. 10); the incentivation for the enterprises which conform
their behaviour to the law (art. 11); the creation of social cooperatives in order to support
the access to work (art. 12); some facilities for the assumption (art. 13); the institution of
a Regional Fund for the job of Disabed Persons (Fondo regionale per l’occupazione dei
disabili).

A very important fact to take note of is that this law contains rules aiming to punish the
enterprises who do not implement its dispositions: for instance the enterprises which take
part to a competition in order to obtain a contract with the public administration have to
demonstrate that they have respected the provision of the law by means of a written
certification.

On October 10, 2002, the President of Italian Republic has promulgated a Regulation n.
333 in order to implement the law 1999, which contains a further specification of people
having the right to be enclosed into the special lists for the compulsory assumption, the
duty to reserved parts, the exceptions to such duties and the suspension from them, the
way to enroll people. The principle indicated in that act regards the so-called nominative
assumptions that means that the public and private employers have the possibility to
choose inside of the lists the Disabled Person who has more ability to effect a certain work
and to call this person. Also this act contains rules regarding conventions between
employers and social cooperatives in order to facilitate the integration into the work.

On June 25, 2016, the legislation establishing measures for the benefit of persons with
disabilities entered into effect in Italy. (Law No. 112 of June 22, 2016, Provisions on
Assistance Benefitting Persons with Serious Disabilities Who Are Deprived of Family
Support (Law No. 112), GAZETTA UFFICIALE, No. 146 (June 24, 2016), NORMATTIVA (in
Italian).) The new Law provides for the assistance, care, and protection of persons with
serious disabilities, whether caused by natural aging or medical conditions, and who are
deprived of family support because they are either missing both parents or their parents
are not able to provide adequate support. (Id. art. 1(2).)

The stated purpose of the new legislation is to promote the well-being, full social
inclusion, and autonomy of persons with disabilities through the implementation of
certain key principles set forth in the Italian Constitution: inviolable rights of the person,
social dignity and equality before the law, the duty and right of parents to support, raise,
and educate their children, health as a fundamental right of the individual and as a
collective interest, and the rights of citizens unable to work and of persons with disabilities
to welfare support. (Id. art. 1(1); Constitution of the Italian Republic (Dec. 27, 1947), arts.
2, 3, 30, 32, & 38, respectively, Parliamentary Information, Archives and Publications Office
of the Senate Service for Official Reports and Communication.)

AMERICA

Many civil rights are governed by different laws. In America, there are three essential
federal laws in the grounds of disability. These laws discuss disability rights and promote
the protection of individuals with disabilities in America namely: (1) Rehabilitation Act, (2)
Individuals with Disabilities Education Act (IDEA), and (3) Americans with Disabilities Act.

The Rehabilitation Act: Section 504 of The Rehabilitation Act, passed in 1973, was the first
piece of civil rights legislation to specifically address the rights of people with disabilities.
The Rehabilitation Act made it illegal for programs that receive federal funding, such as
universities, to discriminate on the basis of a disability.

The following are some important things to know about the Rehabilitation Act:

 People with disabilities are defined as those having physical or mental impairment
that limits a person’s major life activity, such as walking, seeing, hearing, speaking,
 learning, or working. They must be able to provide a record of their disability, and
be “regarded as having such an impairment.”
 Students with disabilities have the right to an “appropriate” education, although
the specifics of this are somewhat vague in comparison to what is described in
IDEA, the next law we will discuss.
 Parents must be notified if their students are evaluated for learning difficulties,
identified as having a disability, or placed in a special education program.
 An impartial hearing should be provided when parents object to something about
how their child has been evaluated, identified, or placed.
 Students should be educated alongside their non-disabled peers whenever
appropriate.

The Individuals with Disabilities Education Act (IDEA): Originally passed in 1975 under the
name “Education for All Handicapped Children Act,” this law mandates that children with
disabilities must receive a free and appropriate education. It also provides financial
incentives to public schools that comply with federal disability laws. The name Individuals
with Disabilities Education Act (IDEA) emerged in 1990, when amendments to the
Education for All Handicapped Children Act were made. Additional amendments were
passed in 1997 and 2004. IDEA describes the services that must be provided to students
in elementary and secondary schools, and emphasizes the concept of Individual Education
Programs (IEPs) for students with disabilities.

The following are some important things to know about the Individuals with Disabilities
Education Act (IDEA):

 IDEA protects children, which includes people up to age 21, who are eligible for
special education and related services. Disabilities that make a child eligible for
such services include autism spectrum disorder, cerebral palsy, vision or hearing
impairments, and many more.
 Provides funding to help states and education agencies meet special education
requirements.
 Parents must be given a written notice if their students are evaluated for learning
difficulties, identified as having a disability, or placed in a special education
program. This notice must be given prior to any evaluation or change in placement.
 An impartial hearing should be provided when parents object to something about
how their child has been evaluated, identified, or placed.
 All children in special education programs should have an Individual Education
Programs (IEP). This is a written document.
 Students should be educated in the “least restrictive environment.”
The Americans with Disabilities Act: Signed into law in 1990, this act prohibits
discrimination against people with disabilities in many different settings. This law includes
five titles: (1) Employment, (2) Public Services, (3) Public Accommodations, (4)
Telecommunications, (5) Miscellaneous.

The following are some important things to know about the Americans with Disabilities
Act (ADA):

 “Reasonable accommodations” must be provided for qualified students or

employees who have a disability. These accommodations may include
providing written communication in alternative formats, redesigning
equipment, modifying tests, etc.
 The ADA applies to nonsectarian private schools, but not to religious
schools or organizations.
 Provides some tax credits so that institutions may work to increase their
accessibility.
 Details procedures for filing complaints against institutions that fail to
accommodate people with disabilities, as well as the consequences for
noncompliance with ADA regulations.

COMPARISON ON ITALY AND AMERICA’S LOCAL LAWS REGARDING DISABILITY

Both countries are making significant changes to address the issue on disability. Not much
difference can be stated in the local laws for two countries, since both Italy and America’s
federal laws are focused on very common goals such as: (1) preventing discrimination
among its citizens, (2) making awareness of the issue on disability, (3) providing services
that can help those individuals with disability earn a quality of life somewhat close to the
non-disabled citizens (whether it is in terms of transportation, education, employment,
social security, health care, and other services) , and (4) providing ways for people with
disabilities to apply for work.
 BIBLIOGRAPHY

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