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The thesis is entitled: Born Twice ( 2009)

Giulia Scarpa (Maturity 2009, Liceo classico Alfieri, Turin)

These children are born twice. They must learn to move in a world that the first birth has made it harder. The second depends on you.
Giuseppe Pontiggia

Giuseppe Pontiggia n axes in Como in 1934. He inherited from his father, who died when his son is still young, passion for books. It is used in the bank and in 1959 graduated from the University Catholic University of Milan with a thesis on Svevo. In the sixties leaves employment in the bank to devote himself to teaching, and editorial collaborations with publishers Mondadori and Adelphi: The art of the period is on the run (1968). The novel that requires the attention of critics and audiences is the invisible player (1978), followed by a new version of Death in the bank (1979), The radius of shadow (1983), The great night (1989), the biographies of imaginary lives of illustrious men (1993) and Born Twice (2000). This novel is a hymn to the solidarity, a call for a smile: Pontiggia relive his own experience, that of a father who lives next to a child suffering from spastic quadriplegia. The will of the father, who suffers from the presence of a world so far, is simple: to live a normal life, day by day, between fear, fatigue and pain.

"FOR THE DISABLED STRUGGLE TO BECOME A NORMAL BUT NOT FOR THEMSELVES"


"Who is this normal? None. When you are injured by diversity, the first reaction is to accept it, but to deny it. And it is starting to deny normality. Normality does not exist. The lexicon is concerned suddenly becomes secretive, sly, vaguely sarcastic. They are used in oral language, the signs that read: "The usual, in quotes" or "so-called normal" (G. Pontiggia, "Born Twice", 2000, p.41 Oscar Mondadori)
If
among the tasks of the school is to develop new forms of citizenship, integration of education and knowledge must be analyzed using a broader indicator, able to tell you when you are striving for social production of closeness or distance. We have entered into the knowledge society, which is the new raw material, capital to spend, to consume, to increase to compete, is a company that, apart from its potential has some risks. The ethical problem today concerns the use of their knowledge, which can create categories of difference and establish a process of separation. Access to new technologies, which support the process of dissemination of knowledge, is not democratically distributed among the inhabitants of the planet and social groups that compose it. The hyper-specialization in science create knowledge-power circuits that power from the citizens of important decisions concerning the quality of daily life.
Among other risks, one of the most important is bound to believe a knowledge capital and whoever is in possession becomes a "human resource" usable, replaceable, which has no civil, political, cultural. The consequences are evident: the human, moving from the category "person" to that of "resource", distance from the social part of humanity and makes the other party distances, eliminating over time. In face to face with reality, from my cousin Claudia disabilities to that of every child I know those of the association between Paideia, a responsibility to be fully recovered, led by a mind able to connect what is separated, the consider the relationship between part and whole, to read contexts, to produce close, giving way to normal in any situation, even one that nobody believed could be possible.


WHAT 'DISABILITY'?

Disability is the consequence or the result of a complex relationship between the health condition of an individual and a series of personal and environmental factors that form the context of reference in which the person lives and expresses its capabilities. According to the classification of the ICD (International Classification of Disabilities and Handicaps), it makes a distinction between:
● impairment: any loss or abnormalities of psychological structures or functions,
physiological or anatomical. It may be permanent or transitory. Is the externalization of a pathological condition. ●

disability is interpreted as partial or total reduction of the ability to perform a task on time and in the manner considered normal. It may be temporary or permanent, reversible or irreversible, progressive or regressive. It can also be a direct result of an impairment or a psychological reaction to a physical, sensory or other.

● handicap is a disadvantage resulting from an injury or a disability that limits or prevents the holding of a role in normal in relation to age, gender, social and cultural factors. E 'condition subject to change, better or worse. It is the discrepancy between the efficiency or the status of the subject and the expectations of efficiency and status, both of the same subject, both of the particular group to which he refers. Therefore, reflects the consequences at the cultural, social, economic and environmental impacts that result from the presence of impairment and disability.

With the Declaration of Madrid on the occasion of the International Disability (2003), it was possible to move the interest from a scientific view to a purely social. "People with disabilities need access to common health services, educational, professional and social, as well as all the opportunities available for people without disabilities. Propose an integral approach towards disability and disabled people implies radical changes in everyday life, at various levels. First of all, you must ensure that available services are coordinated by and between the various sectors. The different access needs of different groups of disabled people must be taken into account during the planning process of any activity, and not as a Retrofit to a pre-existing plans. The needs of a disabled person and their family members are numerous, and it is important to develop a comprehensive response that takes into account both the individual and the various aspects of his life "
heavily discussed topic was that of inclusion, the right of all children. And 'it must be remembered that a disabled child is a child first.

CONVENTION ON THE RIGHTS OF THE CHILD

Art.2 - Non-discrimination. Member States undertake to respect the rights set forth in this Convention and to ensure that every child within their jurisdiction, without distinction. Member States shall take all appropriate measures to ensure the child is protected against all forms of discrimination.
Art.23 - Children with disabilities: States recognize that a mentally or physically disabled child should enjoy a full life, in conditions which ensure dignity, promote self-reliance and facilitate their active participation in the way of the community. States Parties recognize the right of disabled children to special care in a manner conducive to achieving the fullest possible social integration and personal development.
All children should enjoy the same rights throughout the world regardless of race, religion, culture or disability, no matter what their personal or family circumstances. In 1989, the United Nations General Assembly adopted the Convention on the Rights of the Child and 191 countries (every country in the world except the United States and Somalia) have ratified the Convention by showing willingness to place their children in their political agenda. This Convention has identified all the children s, including the disabled, as holders of rights, establishes a framework for internationally accepted treatment for all and created a stronger global use for safekeeping.
Not all of the 191 governments that have ratified the Convention are striving to achieve goals. One can easily see that children around the world continue to face inequality in everyday life, often the victims of decisions policies, family disruption, low-sighted economic policies, wars and conflicts. Discrimination and abuse are common facts of life for boys and girls with disabilities, they are often excluded from society and are often not given the opportunity to participate. Their situation is often forgotten and ignored.
The International Convention on the Rights of the Child is a particularly interesting document because it is primarily a convention, which is a legally binding document, with almost universal validity with a value much greater than a simple statement
. It is also the first international document on human rights, general printing to devote an article to the issue of disability (Article 23). The presence of this Article shall not in any way limit the application of the Convention throughout the state of the child with a disability, then as we all should be able to enjoy the rights attached to some basic principles:
-
survival and development - the best interests of the child
- non-discrimination
- active participation of the child
All rights of children reflect their basic needs. The key difference between the needs and rights is the issue of liability. A needs-based approach does not give anyone the responsibility or duty to meet these needs. A rights-based approach means give governments the obligation to create conditions so that they meet the rights of the child.
For the disabled child, the principle of non-discrimination is crucial, and reinforces the fact that each article relates to the disabled child. For example, all children have the right not to be separated from their parents against their will (art. 9). This also applies to disabled children, so when a disabled child at birth is moved away from the family, placed in an institution only for reasons related to his disability and is treated differently from other children, then there is the phenomenon of discrimination, than the fact of infringement of Article 9.


QUINTILI

Already Q uintiliano, master of the methodology of communication training, provided in the educational process that he developed intellectual and moral education, entrusted to the traditional Roman institutions: the family and school.
The family environment was responsible for giving an initial basic training and essential to human development, which presupposes a good morality from their parents. Instead, the figure of the master was required as a technician and as a man of knowledge, capable of establishing an educational relationship based on mutual sense of respect and affection. The teacher acted as a "spiritual parent", a kind model to be imitated by the pupils. He had to know the psychology of his disciples, so that he could understand and adapt the educational work to the personality and psychology of each particular moment.
According to the theory of Quintilian, the school, designed as a small business, it is true education, where the student learns to live socially, get used to dealing with others, develop relationships with others, unlike what happens with the 'tuition, which is only education. These considerations can be drawn from his work, "Institutio Oratorio", the first of all literature greek-roman pedagogical and the last. E’ stato detto che di essa solo nove libri sarebbero stati inclusi in un trattato di retorica, mentre gli altri tre, il I, il II e il XII, sono di natura essenzialmente pedagogica. Per altri, invece, la parte educativa si restringerebbe al primo e secondo volume.



MAGISTER "[...] Sumat igitur ante omnia parentis erga discipulos suos animum, ac succedere se in eorum locum, a quibus sibi liberi tradantur, existimet. Ipse nec habeat vitia nec ferat. Non austeritas eius tristis, non dissoluta sit comitas, ne inde odium hinc contemptus oriatur. Plurimus ei de honesto ac bono sermo sit; nam quo saepius monuerit, hoc rarius castigabit. Minime iracundus, nec tamen eorum, quae emendanda erunt, dissimulator; simplex in docendo; patiens laboris; assiduus potius quam immodicus. Interrogantibus libenter respondeat, non interrogantes percontetur ultro. In laudandis discipulorum dictionibus nec malignus nec effusus, quia res altera taedium laboris, altera securitatem parit. In emendando, quae corrigenda erunt, non acerbus minimeque contumeliosus; nam id quidem multos a proposito studendi fugat, quod quidam sic obiurgant quasi oderint. Ipse aliquid immo multa cotidie dicat, quae secum auditores referant. Licet enim satis exemplorum ad imitandum ex lectione suppedit, tamen viva illa, ut dicitur, vox alit plenius praecipueque eius praeceptoris, quem discipuli, si modo recte sunt instituti, et amant et verentur. Vix autem dici potest, quanto libentius imitemur eos, quibus favemus. [...]".



(The teacher) First of all, therefore, to assume the attitude of his disciples, a father, and may wish to take the place of those from whom are entrusted their children. I personally do not have defects or tolerates them. Its severity is not grim, his kindness is not too high, lest they be generated by hate, despise the other. His speeches are more often honesty and goodness, and in fact the more often admonish, punish much more rarely. There is nothing to temper, and yet pretend not to see defects to be corrected, to teach simple, resistant to fatigue, continued to be too demanding. To those who willingly answer their questions, and questioned its own initiative, those who did not ask him anything. In praising the practice of the disciples is neither (too) or severe (too) generous, because the first sentiment raises the dislike of work, the second (excessive) Security. In correcting those defects to be corrected is not harsh nor abusive, because just that many away from the purpose of study, namely the fact that some criticize as if they hated. He personally say something every day, indeed many things that school children can bring via con sé. Sebbene infatti (il maestro) possa fornire attraverso la lettura sufficienti esempi da imitare, tuttavia la cosiddetta "viva voce" nutre più abbondantemente, e specialmente quella di un insegnante che i discepoli, solo che siano bene istruiti, amano e rispettano. A malapena si può dire, poi, quanto più volentieri imitiamo quelli per cui proviamo simpatia


DISCIPULI "[...] Itaque et virium plus adferunt ad discendum renovati ac recentes et acriorem animum, qui fere necessitatibus repugnat. Nec me offenderit lusus in pueris (est et hoc signum alacritatis), neque illuni tristem semperque demissum sperare possim erectae circa studia mentis fore, cum in hoc quoque maxime naturali aetatibus illis impetu iaceat. Modus tamen sit remissionibus, ne aut odium studiorum faciant negatae aut otii consuetudinem nimiae. Sunt etiam nonnulli acuendis puerorum ingeniis non inutiles lusus, cum positis invicem cuiusque generis quaestiunculis aemulantur. Mores quoque se inter ludendum simplicius detegunt: modo nulla videatur aetas tam infirma quae non protinus quid rectum pravumque sit discat, tum vel maxime formanda cum simulandi nescia est et praecipientibus facillime cedit; frangas enim citius quam corrigas quae in pravum induruerunt[…]”.


Therefore once regenerated and fresh energy (the children) spend learning more forces and at the same time, a sharper mind, mind to kick in some way the constraints. And I would not disadvantage the game in children (although this is a sign of vitality) and on the other hand I could not hope to show you with a receptive mind about what that child was studying and always bow to one side, since that remains inert in the momentum that should be particularly natural at that age. The moments of rest, however, must have a certain degree, so that, if denied, arouse distaste for the study or, if paid too large, causing a habit idleness. There are also some games far from useless to sharpen the minds of children, when (for example) they set up competitions emulation proposing another small questions or problems of any kind. In the game the character can be discovered at greater openness, they do not seem that no age is so weak that it can not directly learn what is good and what is evil, and above all it must be formed, when it is not able to pretend and you leave with great easily molded by teachers: it could take away more quickly than to correct the negative aspects of the character you are strongly rooted .





SCHOOL INTEGRATION Integration is a long process that has undergone profound changes since the seventies. Five are the moments to be highlighted, marked with different logical gradually:
● logic of exclusion (up to 50s)
● logic of medicalisation (60)
● logic integration (early 70s)
● logic integration (up to 90 years)
● logic of the law, the personalization of the "Special Normal" (today) No Normal


Law

Integration Inclusion
Medicalization
Exclusion
Special Normal

LOGIC OF 'EXCLUSION
Fantasy mankind has always been affected by different and often reacted by displaying fear, rejection or sanctity, but also compassion and love, and almost never indifference.
Only later with the development of medicine and pediatrics we approached the problem scientifically.
Among the first documents 'scientific' that are treating people with mental retardation has survived, in 1801, that of Dr. Jean Itard who made comments about a child abandoned and recovered in a forest, on which had been formulated an initial diagnosis of deaf and perhaps idiocy. For the belated initiation of rehabilitative treatment education, the child remained "deaf" to the human language. From what Itard guess that the total lack of exercise makes our bodies unsuitable for their operation. This fact is the law of the atrophy.
Towards the end of the 800, open the first schools address these cases "special", especially the deaf and dumb, as well as mentally handicapped. For a time they are also entrusted to Maria Montessori, a leading educationist, who can demonstrate how even children with severe forms of mental retardation can achieve significant results in reading and writing. In 1908, it lays
the first special classes, which take those students who are unable to attend regular classes.
At this time the educational institution is not invested with the problem of mismatch, so we are talking about Logic exclusion. It is expressed through two acts: the refusal and the delegation. The first is the belief that the public school state should not intervene in the issue of the mentally disabled and to the possible formation and forbids the presence in the classroom with the decrees Act of 1923.
In fact, the laws and ministerial regulations seek to isolate the different turning in special schools or special classes. The origin of this is due to deficiencies in state and the sensitivity of small local communities and great personalities of educators who are committed to this sector of education.
No wonder such a behavior: Italy from an agricultural society to an industrial city, has not yet scheduled the need for more skilled labor force, between the workers and laborers. The school, in fact, provides them with the first ability to read, write, count and indispensable "patriotism."

LOGIC medicalization
Since the 60s the state of direct relevance to the severe disabilities by strengthening and diversification of the structures special. The handicap is seen as a social disease with an approach like "doctor". These focus on the deficit and a specialist will establish the diagnosis "descriptive": students are so classified, so that its label (the deaf-mute, autistic ...) leads the teacher to give importance only to the conduct covered in reviews already issued.
not change the attitude of society towards the "other", but merely to protect the able-bodied. In fact, it supports the need to give disabled children something more than the other that the family and the school can not give, but in reality it marginalizes.

E. Levinas, author of "Totality and Infinity," states that "the ethics of the Other itself moves from the awareness that every individual must respect the difference of the other, except that it is unfathomable mystery, since we know nothing of others. What we think we know the other is only our image of others, in fact the others are inaccessible to our true knowledge. Nothing can bring my self to truly embrace the other being, even the love understood as a desire to merge with each other. In fact, the man can only tend towards each other, recognizing the infinite difference which exists between being and being. "
The economic boom of the '60s and '70s in schools brings many" other students "in its language and culture, so many places in the" industrial triangle "the special classes are filled with cultural and social disadvantage. In little more than a decade, the classes of special schools of elementary and middle rise dramatically.
In North America, where research on disability and rehabilitation begins after the war, studies psychology Italian influence the debate by contributing to the turn of the next period, by passing the concept of special schools.

important are studies on the comparison between Goldfarb children raised in adoptive families and those left in institutions, with negative results for the latter.
are beginning to be questioned about the institutionalization and special schools, not just by researchers but also by the families themselves, seeking solutions for the placement. It comes to the disclosure in 1971 of the Charter of the "Right to equal educational opportunities," extended to all disabled people. Taking as its starting experience backed by the inclusion of "normalization" that promotes the belief that everyone, disabled or not, should be able to take advantage of educational programs in the least restrictive possible.

LOGIC OF 'INSERTING
the late 60s still lack the ability to deal with the difficult challenge rationality and integration we are witnessing the emergence of two opposing sides for or against the inclusion, for or against the continuation of special schools. This reveals two convictions: the school must ensure that all the time and learning opportunities for personal development, must be open to the entire social community and, with respect to issues of disability is enshrined the principle that education should be compulsory in school.
are part of the school, especially in the primary, the disabled also very serious creating strong reactions of rejection and segregation within classes.
need to make this critical considerations, including the naive view of the school that seems to be enough physical placement (ie spending more time at school) to provide benefits to the disabled, despite the lack of reflection to implement strategies to implement an effective integration taking into consideration the complexity of variables and methods to achieve them.
The opening of the school, despite the inevitable resistance, has been effective and has produced and promoted debates on the various matters arising insertion.

LOGIC OF 'INTEGRATION
With the 1975 round argued that the inclusion in ordinary schools would have been possible by the transformation and renovation of schools.
The innovations introduced by subsequent laws and the New Program of 1985 for elementary school, and for other types of school until the '90s, acknowledge that the presence of disability in school is not as something exceptional to be addressed, because the insertion is a widespread reality, almost a foregone conclusion.
The pedagogical debate, and urged that accompanied the process of integration of disabled students, has a common denominator: the conviction of the existence of a close relationship between innovation and integration of the school.
There is no integration without change.

LOGIC OF THE LAW AND CUSTOM
With the law 104/92 the disabled is a "legal entity" and, therefore, was made a series of measures aimed at full fulfillment of this right. Today
pupils with disabilities live their educational experience with all the other comrades, are each a resource for civil and educational growth and development of cognitive potential of all.
should consider that not always and everywhere the inclusion is perfectly successful. In fact it is not a value that you buy once and for all, but is expressed gradually with new challenges, contradictions between school and school, between school and territory, including land and territory.
The challenge is to improve learning with individualized learning and good team to develop all potential individuals. Instead, the flexibility of autonomy schools talk about diversity as a value, both for those who learn, and for those who teach. Moreover, the integration between different services and strategies to fully realize a life project that gives hope and a future to all the different personal circumstances.
Dall 'September 1, 2000 the Italian schools are autonomous: the goal is to raise the cultural level and educational success.

LOGIC OF "SPECIAL normal '"
The reference to a "more normal disability" seems to mirror the concept of "special normal" for the integration, which allows the assessment of inadequate normality improvised, without specific resources, under which, according to others, the disabled student is intact. The concept of normality is a special condition "mixed" complex of normalcy and specialties. They coexist and influence each other and the one becomes the other, enriching it.
Ianes, a proponent of this theory, states that "the normality of the need for education and training is the same as all other candidates [...] because everyone needs a development and a normal function as possible and as possible to meeting the normal requirements of the normal places of life. In this essential normality, however, are the specialty, the difference and individuality, even extreme, some characteristics, which relate to the person (in her state of health), its participation in social and contextual factors that mediate, facilitate or impede it. "
In special situations are so very normal, or rather first of all meet the norm, and it is this sense of strength that made clear the special schools and all other situations segregating. We also find the Special
Normality in the growing heterogeneity of classes, increasing both in terms of the real presence of pupils with special features (it think only of the rapid increase of students in high school) in terms of increasing ability and willingness of teachers to understand the differences and individuality, groped to respond in a more individualized. We find the Special
Normality in that increasing numbers of students "normal" but have special educational needs that must be addressed properly, such as learning disabilities, lack of self-esteem or motivation. We also find the Special
Normality in greater awareness of individual differences on normal, the "best" and individuality of the students, asking differentiation in teaching. So we see the more normal multi-faceted and rich in elements and characteristics of specialty: even the most seemingly normal nell'alunno are significant differences, which are known and which should be given the possibility of expression and appreciation.


Special Education

This type of education is able to capture the multidimensionality of thinking considering the uniqueness, location, temporality, and to never forget the totally integrated.
The special education as pedagogy of complexity and diversity aimed at "reducing disability, requires knowledge in various fields of knowledge, not excluded practices related to everyday life. It is a science whose boundaries are not defined once and for all, as they are revised in the unending search for possible solutions, where the enhanced ability to interpret the deficits and disabilities is the basic principle of integration perspective . Knowing how to read the different means, in fact, identify opportunities and resources to bring them back to the common territory.
telling, as the ability to accept their own identity in comparison with other necessary, but always presupposes a recognition, a story developed in order to a recipient, the result of educational relationships based on reciprocity, which help the subj ect "different" to grasp the value of his "being there" in the world (to use Heidegger).
This type of education is the ability to talk to past and future of different subject, in order to recognize its true protagonist of the path of human self-realization. It is to adopt a pedagogy of diversity promotion of research and discovery, respectful of the complexity of existing problems, can trigger intervention strategies-educational teaching, able to ban any stagnant paideia education, through the use of models of intervention that enhance the value of personal autonomy. The diversity should therefore be interpreted as the historical-existential category enriching the lives of all human beings.
The main purpose is to "reduce disability," or in the appropriate tapping the potential of each individual: improving the quality of life of the disabled.
The diversity of deficit and disability are the specific subject of investigation of special education. Education is not health care, but results in a system of ongoing communication rules, social, relational able to allow each to become what it can, to form.
is a pedagogy of "taking care" to resume the teaching of Heidegger, which still distinguishes the 'take care "from the" caring "is based on the ability to connect, educational meeting, several individuals with their particular history, generating new patterns of existential meaning, intentionally and especially by maintaining awareness of the contextuality of the request for help or care.
must first establish that the human being is essentially a living entity and home values, which may not even be considered instrumental to another human being. The man is a person, ie a value in itself and self, the bearer of values \u200b\u200bat any age and any physical or mental condition.
The concept of "person" refers to a reality without connoting physical traits or body, while the term "individual" refers to specific physical characteristics. It can therefore say that the concept of person is inclusive of the concept of the individual. Jacques Maritain (author of "Integral Humanism") writes in this regard: "yes man is an animal and an individual, but not like the others. The man is an individual who is driving himself through the intelligence and will, there is not only physically, there in him there is a richer and more high; sopraesistenza an individual in knowledge and love. And so, somehow, a whole and not part only, a universe unto itself, a microcosm in which the great universe can, yourself wholly, be contained by means of knowledge through love can give freely to other beings which are for him as other self, in this report can not find the equivalent in the whole physical universe. " Etymologically
"difference" comes from disferre, which means "to carry across", "take over". Because of its difference, each person should be possible to create and expand in all its fullness the original, making it "different" not only from others but from themselves, their limitations, from his own experience, from their environment. In order not to deteriorate in conformity and repetition, must cultivate their talents, to learn from their experiences, build relationships enriching.
The concept of "diversity" by disvertere, that "turning in the opposite direction," accentuates the difference. It refers to the idea of \u200b\u200bdissimilarity, with deviation from a norm, what is more common. The diversity, therefore, requires recognition and respect, rather than ambiguous forms of help and support, which more or less consciously tend to assimilate.
define "different" the alien, the abnormal, you use a generic categorization to refer to a particular ethnic, cultural, physical, doing so wrong in its nature unique and unrepeatable. We can not help but enhance the magnificent diversity of the like.
It 's important not to focus on what can not but welcome the subject as it is, for this to happen it is essential that everyone coming into the world, having someone to take care of him, with which to build a special relationship and that the aid in the discovery of individual identity. The intelligence makes possible the construction of categories and classifications, but also overcome them. Home means considering the individual as a person who must be preserved in dignity, which has its own needs, primary and secondary, resulting from the subjective history.
limits create rejection, pain, enormous frustration, great effort by the parents of a disabled child. This applies even if differently, if a healthy child becomes disabled, as it has new limits. It 's easier to help the disabled, either by the parents of both operators, if there is a proper understanding of its limitations and its potential.
There are aspects of the person who is essential to consider: the feelings, moods, values, and individual rules. Who is disabled and needs help and care, must also be respected in their inner world, the universe of reference that belongs to him.
work with disabled people brought into contact with the pain and the limit, it is natural to be afraid, but you must have self-awareness and know with precision and depth to set the situation of the proper relationship of help. Can also offer help supplement: add what is missing, harmonize, complement, find ways which everyone can play a role, albeit small, can interact and feel useful to be able to do something. The premise of this is the recognition of being.
E 'through the expression and the comparison that each individual builds the personality, but if the communication is denied, if there is no possibility of knowing the difference, how can we grow? We must look in the mirror to see how we are and the eyes of those we face are truly the best mirrors. Through dialogue and debate is that everyone can discover their own abilities and this applies to the disabled person as one who helps, and if a relationship is genuine in his game, each party shall also identify what needs to overcome within himself.
One of the rights and needs of the disabled person must be recognized is that you can know more and more the world around him, he could try, as much as possible, new realities. It should be recognized for people with disabilities the right experience, opportunities to make them suffer or may even make them more aware of the difficulties. So learn to deal with obstacles, endure frustration, sometimes to feel rejected. It 'important that the differently abled can imagine in a story at a time, to seek their role and this is the only correct way to make it grow, but must be other things to begin to dream and design "on him."
Another need that our culture recognizes just for people with disabilities is to play an active role. Precisely because they are put at the top of the difficulties and skills, work activities that the disabled person has to perform are repetitive and sterile, have no value in itself, nor a productive outlet. We should give them some solutions because the fears of the future, loneliness, need help, can be neutralized, so it would be easier to imagine a future build. The a disability has the right to grow up and build their own story.








BIBLIOGRAPHY

Giuseppe Pontiggia, Born Twice, 2000, Oscar Mondadori
Quintilian: http / / www.dubladidattica.it / quintiliano.html (10 / 4 / 2009) Convention on the Rights of
Child: http / / www.informahandicap.it (10/04/2009)
Disability: From Wikipedia, the free encyclopedia
Integration and Special Education: http / / www.bussolascuola.it (10/04/2009)
( by Antonello and F. D. Tessaro)
http / / www.laboratorioculturale.blogspot.com (10/04/2009)