The Individualised Educational Project as a release device for the transition to adult life of young people with disabilities


The article offers a theoretical reflection that focuses on the Individualised Educational Project as a personalised and participatory planning device for emancipation. The topic is the exit from the education cycle and the perspective of the transition to adulthood of young people with disabilities. From the existential point of view and in terms of the accompanying services, including schools, this life transition is still one of the critical nodes in the social inclusion of people with disabilities in our Country. The contribution, starting from the analysis of studies on the transition in question, analyses the opportunities on the critical and planning side.