La conquista dell’autonomia: problemi educativi e inclusione

The educational relationship, which is also the parent-son relationship, is defined by mutual dependence. In order to let a child is to undertake a path of autonomy, it is necessary for the parents to be willing to allow him to. All parents experience a desire to protect their children from frustrating or painful experiences, disappointments and conflicts. Some become overprotective and end up obstructing the child's independence. In the case of children and adolescents with disabilities, the parents' fear their children could suffer unrecoverable trauma makes this danger even more frequent. When it comes to the achievement of the autonomy of children and adolescents, an important role is played by other variables, such as Self-care, metacognitive skills and self-esteem. Important functions, such as memory and attention, are connected to the cognitive Self. Despite several neurological, pedagogical and bio-psychological studies stating the contrary, those functions can still be regarded as if they were somehow innate, therefore with little chances to be modified. Their biological dimension is sometimes exasperated, sometimes denied and these functions are brought back to the ethical or moral sphere of the will.