Training and systemic logic in adapted activities

Every adaptive participation, whether intended for a transitory or permanent difficulty, requires professional training to the maximum level from the theoretical and concrete point of view. For this reason, therefore, it is not possible to think of a training method that does not contemplate to a practical experience in a specific training. The didactic training, has always featured the internal training programs in the Italian Exercise and Sport Science Degree, and with the last transformation in L-22 Bachelor (Exercise and Sport Science and Health), it is further "Extended" to a commitment that exceeds two hundred and fifty hours of activity, born, from the requirement that every training individual has to learn, besides the assumed theory also the ecological information which can only be experienced ―on site‖. Didactic knowledge about a motor control problem is entirely different from interacting in the classroom or in the gym with a person who has this type of disorder. In other words, only through a direct experience it is possible to understand how the different conceptuality of the moment, can play direct or against an adequate education and, above all, for how much exhaustive a theory can be, it will never be in the position to supply the changing details that can only be found in that type of environmental report, first of all, the different objective of each individual respect to another‘s. Under this light, the need of a specific experience that can provide the operational expertise that will, over time, make the difference between an able educator and a superficial one. The making of a good training experience depends, of course, in addition to the personal attitude, ability and willingness to participate, even by the "quality" of the structure where the experience is conducted. In fact, besides, institutes of highvalue are often others that unfortunately do not always have all the requirements of organization and activities managements which they should offer. The places, whether physical or psychological, which accommodate individuals with difficulties (or structures, such as schools), must have intrinsic features which must not be disregarded. From the adapted architectonic conformations to the professional competences of the operators, the structure that receives this sensitive type of user must have the maximum logistic or operating functionality. Obviously and unfortunately, it is aware that regarding, as an example, the school structures, the problem is not trivial. And although if law foresees it, we live in an unthinkable era, with bureaucracy and general financial difficulties, we don‘t even hope in an adjustment of all structures which concerns the architectural barriers! However, we expect that where there is at least a disabled person he/she has its classroom on an accessible site, both for the toilets or any educational workshops. Passed experience has shown us many paradoxical situations in which some subjects with motor control difficulties had their classroom on one floor of the school, the laboratories in another and the toilets still in another!