Vulnerable students and inclusion

Almost daily and of the most varied springs we do feel to speak of the topic of the diversity, of the integration, of the respect toward the other one, but how many times have we been the other one? How many times have we really entered of the cloths of the other one? The present work of search aim to carry out an article with scientific validity, about the topic of the inclusion of those subject to exclusion risk in school environment and not, and of the importance of the class like resource, and of the diversity like added value and I don't eat limit. Such an argument has always implied me from my childhood and in the course of my school experience I have had the possibility to confront me with class partners with competitions and different, and heterogeneous abilities and with the disability, with regarding the one that have always proven big empathy and sensibility, something that always was not in the class partners. My personal journey of growth and attention toward people to exclusion risk are continued with the support and the recreational relational activities in the context of the Volunteering near AIPD, Association Italian People Down, of Alcamo, the country in that I have been born and in the one that I live. The experience with small Down, however still in course, it has been of great importance for my journey of individual growth and with regarding the one that I will make some references. Objective of the present search work is focalizar the attention it has more than enough inclusive activities, on the prevention of the exclusion, on the school system that should be seen how an open system that is not only drained with the activity in class but he/she also refers to the life out of school, or to the activities correlatas and the relationships with the class partners. In conclusion attenzionate will come the modern strategies and technical that will be adopted to promote the dynamic sopracitate in the teaching ones, in the group class, aspiring to represent a vision in that the inclusive education is not an option but the central moment of the pedagogic and didactic activity in whose the school has the duty of returning to the conscious students that the contact with people with different abilities is wealth and it doesn't harm in whose nobody should feel "different" and to be left behind.