Ipotesi teoriche sulla disabilità intellettiva

[Autom. eng. transl.] In educational activity, theoretical references constitute the necessary framework within which objectives, programs and method choices, derived from them in a coherent way, acquire meaning. With subjects with intellectual disabilities, who have particular learning difficulties and sometimes even behaviors, it becomes essential to have a solid conceptual orientation, which provides the guidelines for operating in a competent and finalized manner. Otherwise, the interventions can only be fragmentary, therefore not very incisive, if not harmful for the disorderly overlapping of proposals that generate confusion and rejection in the subject to which they are addressed.