The life project between critical aspects and opportunities: the protagonist’s gaze and emerging perspectives


This paper intends to reflect on the relationship between disability, life project, adulthood and educational orientation in schools. On the basis of a qualitative analysis of the interviews with privileged witnesses, it highlights the critical aspects and the potentialities of educational project. From a special pedagogical perspective, the effects on social and employment inclusion, self-fulfilment and quality of life of people with disabilities are highlighted. The qualitative analysis of the interviews shows interesting paths to follow to ensure that the dimension of Adulthood (Marescotti, 2020) really belongs to the person with disabilities (Goussot, 2009).