Sumario
Supporting children with sensory disabilities during school learning is not easy, nor can it be improvised. For educators an effective planning of targeted interventions, with their subsequent implementations, represents an important professional challenge that can become the solution for the future for the recipients. Specialized school educators who help the support staff (as required by Article 13 of the Law 104/92 to support the integration of the pupil with disabilities in the classroom) and their only skills in Braille or in the Italian Sign Language can not be predictive of an effective intervention for students with visual or hearing problems, especially when it is connected to other disabilities. It is necessary to know thoroughly the specific impairment and the appropriate strategies to face it and try to overcome it.
In this pathway the learning of the main sensory disabilities starts from the point of view of specialized and rehabilitative physicians that are taking care of the cases; the legal regulations described here in their history are cited and contextualized; the pedagogical planning technique, object of special education, is resumed.