This contribution aims to highlight how the perspective of inclusion and, consequently, the educational and didactic planning will have to evolve thanks to the new PEI in a line of humanisation and special attention to the "different" person. For this reason, the role of Pedagogy, faced with deep and epochal crises, must be rethought with the aim of working so that schools and training constitute a precious heritage for everyone, open and emancipatory places for a society that must become increasingly democratic, capable of welcoming and including the various forms of differences. In this sense, the new PEI, based on the ICF and ICF-CY, which are not diagnostic tools but models for analysing functioning in various aspects of each individual's daily life, can be an interesting and effective tool for inclusion, capable of intercepting the 'needs' of diversity and of the new generations in order to translate them into sensible life plans and into meaningful and inclusive working projects. For this reason, there is also a need to rethink teaching strategies and new methods of intervention through which to re-create interrupted bridges between teachers and "different", "difficult", "problematic" pupils, because even the "different" is a person and, as such, deserves to be respected in his dignity. In the field of education, this means taking an interest in the I, wanting to do right by him, promoting his potential, implementing teaching and training strategies that favour his inclusion, his humanisation and therefore the acquisition of the knowledge and values that will enable him to become a person capable of governing his existence in an autonomous and meaningful way.