Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The paper proposes a reflection on the impact that disability and its social representations can have on the identity definition of these students. The subject of the investigation is the social roles that the disabled are called to interpret in a society where fears and prejudices can often take on a significant role and influence individual behavior. In this extremely complex context, the school should transform itself into a real vector of inclusion, setting up targeted interventions that make it possible to acquire awareness. To achieve this goal it is necessary that the school supports these students in the process of identity construction, creating the conditions that allow each to acquire their own inner awareness. In this perspective it is important that students acquire the ability to self-determine, attributing to social judgment a sense and a meaning that allows a non-limiting interpretation. A further object of investigation is represented by the possibility of using cognitive strategies that make it possible to transform situations of discomfort (positive re-evaluation of errors) into opportunities for growth.
