The “Tutti giù per terra” cooperative, in collaboration with “Mirjac Onlus”—both of which have been committed for years to promoting the inclusion, autonomy, and psycho-educational growth of children and young people with diverse neurodivergent profiles—recently organized a trip to Civita di Bagnoregio, the famous “dying city.” This experience represented not only a recreational opportunity but also a significant moment for learning, participation, and emotional awareness.
The visit was meticulously prepared by the staff, who developed structured and accessible communication tools. Specifically, a visual schedule in AAC (Augmentative and Alternative Communication) was used to present the day’s stages to the participants: the journey, the arrival at the bridge, the climb toward the village, the walk through the alleys, and the breaks. Through images, pictograms, and keywords, AAC allowed the participants to anticipate events, reduce uncertainty, and better understand the context, fostering active and calm participation.
Alongside the visual schedule, the staff also created Social Stories, which are useful for preparing the youth for new or potentially stimulating situations. These social stories presented—in a simple and reassuring way—what they would see in Bagnoregio, why it is called “the dying city,” how to behave during the visit, and what emotions they might experience. This approach allowed the participants to arrive on-site with greater awareness, ready to embrace the experience positively.
The day was marked by shared observations, sensory explorations, and moments of discussion. Crossing the long suspension bridge, admiring the calanchi (badlands), and walking among the tuff houses involved both perceptive and emotional engagement: many expressed curiosity, surprise, and interest in the history of the village and its characteristic geological fragility.
Some participants, who typically show difficulty with changes in routine, were able to adapt thanks to the clear predictability guaranteed by the visual tools prepared in advance.
The trip also fostered important relational dynamics. The staff observed how, in a natural and culturally stimulating context, the youth activated spontaneous collaboration strategies: helping each other on the steeper sections, waiting for a slower peer, and commenting together on what they saw. These moments, while seemingly simple, are precious indicators of socio-emotional growth.
From a psycho-educational perspective, the experience confirmed the value of structured outings as ecological learning tools. Real-life situations, supported by appropriate communication tools, allow participants to practice autonomy, emotional regulation, and social skills within a meaningful and motivating environment.
The visit to Civita di Bagnoregio thus took on the dual role of a cultural activity and an educational intervention, demonstrating how careful planning can make even a complex site accessible to a heterogeneous group.
The day concluded with a shared debriefing session, where the participants used images and symbols to describe what struck them most. Their responses—the view from above, the ancient houses, the bridge, the feeling of being “in a place unlike any other”—testify to the positive impact of the experience.
The “Tutti giù per terra” cooperative reaffirms the importance of designing inclusive activities that unite culture, nature, and targeted psycho-educational methodologies. This allows every individual to experience beauty and discovery with the right tools, respecting their own pace and learning styles.
Dr. Fabiana Sonnino
Dr. Irene Pellizzaro
Dr. Carmen Voicu
