Orientamento e studenti con disabilità: riflessioni e spunti operativi a partire dalle nuove Linee Guida

Today more than ever, school cannot provide voca-tional guidance. But how to interpret this purpose within the teaching and learning activities and the current organization of educational institutions? What specific contribution can the teacher's di-dactic-methodological action make? And what de-sign declinations can, and should the vocation guid-ance take from an inclusive perspective? This meet-ing with the readers of the column intends to an-swer these questions starting from an in-depth and critical reading of the new ministerial Guidelines and the presentation of their implementation within two secondary schools.