REDUCING UNIVERSITY INEQUALITIES AND THE RISK OF ACADEMIC DROP-OUT: AN EXPLORATIVE RESEARCH WITH STUDENTS WITH VISUAL DISABILITY

The relationship with disabled peers which is based on a shared disability creates an amalgam of functions with mutual help: the peer is a figure you can help and from whom you can be helped, it becomes a mirror of themselves and the similarity is replaced with identity . Moreover, although They are conducive to emotional sharing, in experiences in which students belong to special schools for disabled students, the other is likely to hinder social inclusion. It seems clear, however, that the closure is detected when it is limited to experiences in relational contexts that are defined as primarily related to disability. In these contexts is apparent excessive protectionism against the disabled that would prevent the independence and choice. The relationship with non-disabled peers, however, even if it is more difficult to establish, is narrated as a place of choice for the student and autonomy "steered" in the social universe by the "normal" figure of a facilitator, a mentor able to activate His planning. The university, a "normal" context, is regulated by laws that don’t arise for the disabled person, there is a place that allows for more autonomy and opportunity to commit themselves to define their own life project. However, participation in such a social world is complicated and not always positive, if not adequately supported. In this regard, the presence of a mediator, a tutor can be a bridge in the relationship between disabled and "normal" students, is told as the key figure for the significant relationships with university colleagues who are not disabled. This is a spontaneous resource, if developed and nurtured, can make more flexible the process of inclusion. For this reason, this initial exploratory phase was useful to guide the larger project of research and intervention aimed at promoting social inclusion of disabled students, through tutor training activities, supporting this figure in his mediation function in the relation. The question that arises now is precisely the type of training for tutor. What are the skills of tutor to his function as mediator? Today, the psychology seems to be called to deal with the training of those tutors who accompany the disabled student in his formative career in order to better prepare the key role in the processes of inclusive educational contexts. What are the place for psychology in this training ? What should be the responsibilities to them are required? How psychology can help to promote this? In this context we believe that is useful to be able to answer these questions, make research projects in this regard. At the SINAPSI center, of the University of Naples Federico II, are starting a research project aimed at understanding the role of tutor in the process of inclusion of students with disability