Members of the University of Findlay’s College of Education recently visited Italy for a faculty-led study abroad trip. They returned home with invaluable lessons learned, and approximately 5,000 combined cell phone photos.

The group of graduate and undergraduate students explored the country’s inclusive practices within its education system, as Carrie Wysocki, PhD, assistant professor in education, served as the trip’s faculty lead and principal investigator. While Wysocki received a grant last year to fund a trip to Italy in the summer of 2024 so that she could plan for this year, she paid for her own way to Italy this summer in order to provide this experience for students.

As a destination, Italy was chosen for its well-known inclusive education settings, shaped by strong historical, legal, and cultural frameworks. The goal of the visit was to expose the students to international models of disability support. They also aimed to gather practical insights to inform their research, along with their current and future teaching practices.

Inside Italy’s Education System

The partnership with Unicollege Florence, Florence area schools, and the Italian Ministry of Education were instrumental in providing firsthand experiences for the UF students. This allowed for the group to visit elementary, secondary and high schools, participate in classroom observations, and attend panel discussions with Italian educators, support teachers, and Ministry of Education representatives.

According to Wysocki, the experience challenged their assumptions. It helped them reimagine what true inclusion could look like in an educational setting. Especially witnessing Italy’s commitment to full classroom inclusion where students with disabilities are rarely separated.

“A particularly impactful moment was observing a primary classroom where the support teacher seamlessly collaborated with the general educator,” Wysocki noted. “It was an authentic demonstration of co-teaching for equity.”

Book-worthy Observations and a Lasting Tribute

The trip abroad left such an impression on the participants that they are collectively writing a book about it. The book focuses on the collaboration and history of disability in both the U.S. and Italy. Each student has contributed a chapter, and Wysocki is in the editing phase of this project. Their hope is that the book will eventually be published in Italy and the U.S.

Furthermore, Wysocki was honored with the Unicollege Best Faculty-led Program Teaching Award 2025. This is a prestigious recognition granted by the host university in Italy. The award celebrates her outstanding leadership, academic excellence, and dedication to fostering global engagement among students. As part of the honor, Unicollege planted a tree in her name to serve as a living tribute.

Making Memories Outside the Classroom

Over the span of the two-week trip, the UF group, which also included Wysocki’s daughter, Gabby, were able to make lasting memories outside of their educational research. Some highlights included visiting the Uffizi and Santa Maria Novella, enjoying gondola rides in Venice, and participating in a pasta-making class on a hill outside of Florence.

“The trip exceeded my expectations. I don’t think I have ever enjoyed my time and learned so much in so small of a time,” said Anna Heren, a primary education major who is in her junior year.

“From the bottom of my heart and the depths of my soul, this experience has changed me in the best possible way,” added Caitlin Kosec, a doctoral candidate in education at the University of Findlay.

Inclusion in Action: Now and in the Future

For Wysocki, this trip was one where she saw progress both professionally and personally. She stated she could not be prouder of how the students engaged with the learning opportunities while in Italy.

“Leading this experience was both humbling and energizing,” said Wysocki. “I grew alongside my students as we reflected on what it means to advocate for equity, locally and globally.”

She continued, “The group’s genuine embrace of my daughter, who has autism, was a powerful and personal example of inclusion in action. They not only welcomed her presence but modeled the very values of belonging and acceptance that we aim to foster as educators.”

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