This paper intends to reflect on the relationship
between disability, life project, adulthood and educational orientation in
schools. On the basis of a qualitative analysis of the interviews with
privileged witnesses, it highlights the critical aspects and the potentialities
of educational project.From a special pedagogical
perspective, the effects on social and employment inclusion, self-fulfilment
and quality of life of people with disabilities are highlighted. The
qualitative analysis of the interviews shows interesting paths to follow to
ensure that the dimension of Adulthood (Marescotti, 2020) really belongs to the
person with disabilities (Goussot, 2009).