In this paper, we analyze the Italian experience in educational inclusion of disabled people. In the study, we highlight the regulatory provisions that established the transition to a system in which, since the 1970s, inclusion has been the fundamental guideline for all national education. The analysis shows the complexities of establishing educational policies comprising the necessary collaboration among different professionals, the connection between family and school, the construction of personalized, integrated ways for the collective planning of the classes, the teachers training, and the academic and professional orientation. Education is considered part of a life plan and the construction of an active participation in social life of disabled people.
Special Education; Disabilities; School Inclusion; Educational Policy