L’approccio narrativo e le sue possibili declinazioni in Pedagogia speciale: il teatro come linguaggio e contesto inclusivo,

With the contribution of narrative‐autobiographical practices, the person with "educational‐special needs" graduallylearns to accept himself with his own strengths and weaknesses: the complex existential situations connected to theconditions of deficit, marginalization, discomfort and suffering emerge from the darkness characterizing the reductiveand stigmatizing logics of indifference, devaluation and forgetfulness. The narrative language thus becomes an authen‐tically formative and inclusive place because it allows each person to think and design innovative possibilities of existentialredemption: the narrative represents a practice of educational care when it puts the "different" in the condition of re‐seeing, re ‐generate, re‐organizing the most significant sense of individual history, in order to think about the future. Theuse of a wide range of methods, tools and narrative languages, as in the case of theatrical narration, allows the mostfragile and vulnerable subjects to regain voice and full rights of participation and citizenship within micro and macrosocial systems of belonging.