The Challenges of Becoming Adult. Open Issues from Pedagogical research on orientation and transition of young people with Intellectual Disabilities

Abstract

The article offers a theoretical reflection on the capacitative scope that school orientation can provide for young people with intellectual disabilities in the transition to adulthood. The approach to the analysis starts from inclusive education, relevant national legislation and studies on the transition to adult life. The study values the intertwining of personal trajectories and systemic vision that underlie orientation actions and investigates educational challenges and critical elements that can guide future pedagogical research on the topic.