Children with Disabilities: The Need for Change Towards Inclusion in Society

It All Starts with School

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One achievement that the Italian state and its school system do not recognize often enough is the creation of the so-called "inclusive school," a system where all children and teenagers are included without any form of discrimination. Children with disabilities are no exception. Although it is widely known that children with disabilities attend school in Italy, this is far from a given in many parts of the world, including within the European Union.

School is the place where children learn to coexist, interact, acquire knowledge, and challenge themselves. It is the first environment where everyone—without exception—learns the value of diversity from different perspectives: cultural, economic, ethnic, and more. The decision, made back in the 1970s, to welcome all children into regular classrooms was a major challenge then, as it remains today. The civil rights movements of the time called for the closure of "special schools," institutions designed to accommodate children with disabilities—often those who were blind or deaf—as well as the closure of "special classes" within mainstream schools, which segregated students with physical and intellectual disabilities. In 1975, the first experiments took place: inclusive classrooms where children with disabilities attended lessons alongside their peers, eliminating the concept of segregation, which is fundamentally incompatible with true inclusion.

Challenges Still Exist‍

Children with disabilities rely on various professionals for their health and development, including speech therapists, physiotherapists, and communication assistants, among others. Families of these children frequently navigate a complex system of medical visits, child neuropsychiatrists, and diagnostic procedures to determine the best course of action for their child. This approach aligns with the fundamental principle established by the 1989 UN Convention on the Rights of the Child: the absolute priority must be the well-being of the child, ensuring their care and protection.

However, maintaining this right is not easy. Services for families vary greatly from region to region in Italy, and the support available from associations is equally inconsistent. Despite these disparities, two pillars remain unchanged: professional services and inclusive schooling. These are fundamental rights established by national law, and many parents rely on them to secure their children’s rights.

Yet, the struggle continues daily. It is not uncommon for facilities dedicated to children to struggle to accommodate a child with disabilities due to the need for specialized support, such as a dedicated educator. Every summer, we witness complaints from parents whose children are denied access to summer programs because "dedicated support cannot be provided." The issue is not merely one of "discrimination" but rather a lack of guidelines and experience among organizations that offer services for children. This is where associations and industry professionals play a crucial role: they often provide the necessary guidance and resources to ensure children with disabilities are properly included in different contexts.

Another rarely addressed issue is the quality of the experience for children with disabilities. The focus is often on ensuring that a child participates in the same activities as their peers, but this does not necessarily mean they have an equal experience. For example, if a visually impaired child cannot explore a museum or theater performance as their classmates do, or if an autistic child is overwhelmed by a highly stimulating environment, their experience may not be positive. This is where accessibility becomes crucial. In addition to participating in shared experiences, children with disabilities require specific accommodations that allow them to gain the same level of knowledge and enjoyment as their peers. A good example is multisensory rooms, designed for neurodivergent individuals, which are now starting to appear in cultural institutions. These rooms provide a space with controlled sensory stimuli, soft textures, minimal noise, and dim lighting, allowing autistic children to decompress and feel comfortable during school trips—an experience that, for most children, is a source of excitement and joy.

In conclusion, the challenge of inclusion is deeply connected to the experiences and opportunities available to children with disabilities. By keeping their well-being at the center, we must envision a childhood filled with enriching experiences and genuine inclusion. The key is to ensure that all services for children incorporate true accessibility, rather than superficial inclusion. Through accessible and inclusive experiences, children with disabilities can fully explore the world, ultimately growing into adults who are aware of their potential and opportunities.

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