The Conquest of Autonomy: Educational Problems and Inclusion

Abstract

The educational relationship, which is also the parent-son relationship, is defined by mutual
dependence. In order to let a child is to undertake a path of autonomy, it is necessary for the
parents to be willing to allow him to. All parents experience a desire to protect their children
from frustrating or painful experiences, disappointments and conflicts. Some become overprotective
and end up obstructing the child's independence. In the case of children and adolescents
with disabilities, the parents' fear their children could suffer unrecoverable trauma makes this
danger even more frequent. When it comes to the achievement of the autonomy of children and
adolescents, an important role is played by other variables, such as Self-care, metacognitive skills
and self-esteem. Important functions, such as memory and attention, are connected to the cognitive
Self. Despite several neurological, pedagogical and bio-psychological studies stating the
contrary, those functions can still be regarded as if they were somehow innate, therefore with
little chances to be modified. Their biological dimension is sometimes exasperated, sometimes
denied and these functions are brought back to the ethical or moral sphere of the will.