Synergies and educational alliances for an inclusive life project: The school-to-work transition in young people with ASD

Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Emanuela Zappalà, Erika Marie Pace
Publishing Year 2025 Issue 2025/2
Language Italian Pages 20 P. 450-469 File size 0 KB
DOI 10.3280/ess2-2025oa21143
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The transition from school to work represents a critical phase for all young people but becomes particularly complex for individuals with Autism Spectrum Disorder (ASD). This paper examines the concept of the life project, understood both as a multidimensional pedagogical construct and as a normative-administrative device, highlighting its potential in designing educational and inclusive pathways. From an ecological-systemic perspective, the Individual Life Project (PIV) emerges as a tool of shared responsibility among institutions, families, schools, services, and communities, capable of fostering self-determination, participation, and quality of life throughout the lifespan. Drawing on theoretical frameworks such as the capability approach, the quality of life model, and the salutogenic perspective, as well as on Italian and European legislation, the article emphasises the need to move beyond deficit-based approaches, valuing the aspirations and strengths of young people with ASD. Relevant pedagogical and social implications emerge for promoting educational synergies and alliances, with the aim of co-creating opportunities for the co-construction of sustainable and inclusive futures.

Keywords: life project;school-work transition;autism;inclusion;strengths-based approaches;quality of life

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Emanuela Zappalà, Erika Marie Pace, Sinergie e alleanze educative per un progetto di vita inclusivo: la transizione scuola-lavoro nei giovani con ASD in "EDUCATION SCIENCES AND SOCIETY" 2/2025, pp 450-469, DOI: 10.3280/ess2-2025oa21143