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.
Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
