INCLUSIVE EDUCATION THROUGH SPORT

Abstract

The following work proposes a reflection on the topic of the inclusion of children with disabilities or children with difficulties and foreigners with difficulties not only as training but as psychological accompaniment and orientation. It is now indisputable the significance of work with respect to the dimensions of self-realization and identity and personal maturation: it is, in some way, made "powerful" (Empowered) through the possibility of choosing and making sense of the flow of experiences in which you are immersed through comparisons, selections, differences and interpretations (Piccardo, 1992; Caldin, Friso, 2012). As a result of important welfare, cultural and regulatory processes, adults with disabilities or frail people have been able to abandon, gradually, the protectionist logic of social exclusion to break down or, better, build new frontiers of employment ( Friso, 2017). About a decade ago, the professional figure of the Disability Manager was born, proposing strategies, within the corporate organization for the welfare and maintenance of people with disabilities, in the workplace. Through sport, the use of this management approach, can certainly create positive effects with the possibility of starting already at school.