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This paper aims to investigate the role that Italian third sector organizations have in the process of social and administrative categorization of newly arrived migrants living with human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/Aids) or hepatitis b. In Italy, free access to health is provided to all migrants and residence permits for medical treatment is granted for migrants living with a “serious illness” since the 1990s. The case of HIV/Aids and hepatitis b shows how this political openness, however, clashes with the tightening of migration policies.

The study is based on ethnographic research conducted between 2014 and 2016 within an associative centre that deals with the socio-health care of newly arrived migrants in Rome. In addition to the participant observations, the study is based in semi-structured interviews conducted with 10 health-care providers (nurses, health-care assistants and socio-cultural mediators) and doctors and with 22 migrants coming from Sub-Saharan Africa and living with HIV/AIDS (10) and hepatitis b (12).

In Italy, the two infections have been identified as top diseases among migrant populations in the country but if HIV/Aids is always considered as a “serious illness”, hepatitis b is considered as a public health priority only in the case of a treatment prescription. These aspects have an important impact on the interactions between medical and social professionals and migrants affected by HIV/AIDS and hepatitis b, contributing differently to the creation of legal categories assigned to migrants.

The case of HIV/Aids and hepatitis b shows how the political openness of the public health system, clashes with the tightening of migration policies and analyse the role of the third sector has in this issue.

This study analyses the barriers and facilitators for the educational inclusion of students with autism spectrum disorder (ASD) from the perspective of their teachers.

A qualitative methodology was applied, specifically a multiple case study from which 24 in-depth interviews were conducted with teachers who had worked previously with students with ASD. The participants were Spanish teachers from different educational stages (from early childhood education to baccalaureate) and with different roles (ordinary classroom teachers and support teachers).

The results show that collaboration amongst teachers, their attitudes, the way of understanding the supports, the creation of collaboration between students and the organisation of both the school and the classroom are important for the inclusion of students with ASD. The analyses and discussion of the facilitators for the inclusion of these students are especially relevant, since they provide useful guidance for teachers who want to respond to the right of these students to an inclusive education.

The limitations and future research lines of this study are related to the logic of amplitude and depth, respectively. Regarding amplitude, the authors highlighted the importance of gathering the voices of professionals committed to the development of more inclusive practices; however, the authors also identified the need to expand the listening to the voices of teachers who do not have such experience. This raises a possible future research line: to explore how to reach teachers with no experience in inclusive education in order to contribute to the transformation of their practice.

There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school. In agreement with the consideration of inclusive education as a process, this investigation identified strategies and resources that facilitate the learning and participation of students with ASD, as well as barriers that must be tackled to advance in this regard.

The authors aimed to contribute to understanding the advances in the development of the right to inclusive education. To this end, the authors gathered the voices of teachers (those from the ordinary classroom and those considered “support teachers”) from regular schools that welcome students with ASD and which had a history of commitment to the development of more inclusive education. There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school.

The purpose of this paper is to offer a critical examination of the aftermath of the L’Aquila earthquake of 6 April 2009. It considers the elements of the recovery process that are unique or exceptional and endeavours to explain them.

The analysis is based on a survey and synthesis of the abundant literature on the disaster, coupled with observations from the author’s many visits to L’Aquila and personal involvement in the debates on the questions raised during the aftermath.

Several aspects of the disaster are unique. These include the use of large, well-appointed buildings as temporary accommodation and the efforts to use legal processes to obtain justice for alleged mismanagement of both the early emergency situation and faults in the recovery process.

Politics, history, economics and geography have conspired to make the L’Aquila disaster and its aftermath a multi-layered event that poses considerable challenges of interpretation.

The L’Aquila case teaches first that moderate seismic events can entail a long and difficult process of recovery if the initial vulnerability is high. Second, for processes of recovery to be rational, they need to be safeguarded against the effects of political expediency and bureaucratic delay.

Many survivors of the L’Aquila disaster have been hostages to fortune, victims as much of broader political and socio-economic forces than of the earthquake itself.

Although there are now many published analyses of the L’Aquila disaster, as the better part of a decade has elapsed since the event, there is value in taking stock and making a critical assessment of developments. The context of this disaster is dynamic and extraordinarily sophisticated, and it provides the key to interpretation of developments that otherwise would probably seem illogical.