Orientation and support for an authentic Life Project

Abstract

This paper presents reflections on orientation as a process intrinsic to the development of the person himself. The transitions between school grades are certainly moments in which orientation activities become pregnant and central, but it is the competence of knowing how to orient oneself in a constantly changing context such as today’s western context that is decisive. This is true for everyone, even for people with disabilities who often face greater obstacles in being free in their choices and in directing and addressing their own expectations and desires, in recognising their own limits but also their own capabilities. But what does the data indicate? Are students with disabilities really free or does it seem that some of their educational and working destinies are already marked for still very strong and limiting social representations?