Intellectual disability and educational guidance
Antonello Mura, Ilaria Tatulli, Filomena Agrillo
The increasing presence of students with intellectual disabilities highlights the role of reception and guidance in educational processes. Those aspects call schools to reflect on their responsibilities in improving inclusion and the quality of life for all students, from preschool onwards. Through the analysis of data on school attendance, derived from multiple sources, this paper aims to open an initial reflection on the need to reinterpret and didactically redesign educational guidance processes.
Keywords
Educational guidance, Intellectual disability, Integration, Self-determination.
