Insegnanti e genitori, costruendo storie

Abstract

For all pupils, a good scholar experience starts with a good academic inclusion. When the protagonist is a disabled child, the path is more complicated, because of the plurality of needs and vulnerability which characterize, in particular, mother and father. So, teachers have to learn relational skills in order to manage with efficacy the beginning of scholar experience.
In the first part, we focus on the adaptive dynamics of families with a disabled children and we stress the fundamental components supporting a care and educational project family centered.
In the second part, we deepen the first meeting between teachers and parents, with practices suggestions to the teachers who have to arrange this particular revealing meeting.