Progettualità educativa verso la prima infanzia con disabilità
Marisa Pavone
At the birth of and during the first few years of life of a child with disabilities, parents’ openness towards planning concerns is rather weak. In addition, the health, education and social service specialists who interact with primary caregivers are not always capable of supporting openness to future hope. In contrast with the prevailing tendency, lacking in educational prospects, support networks are growing in our country and these tend to value and guide the educational planning of the family unit. In the Piedmont region in particular a number of services for the 0-3 age group can be highlighted, together with new models of awareness and educational planning in nursery schools, which focus on the development of the global personality of a child with difficulties, collaboration between caregivers — professionals and family — and inclusion in school life.
