摘要：The need for integration and inclusion of disadvantaged people (foreign persons with disabilities) is found in the major public and private actors in global governance of public health: UN, WHO, IMF, WB, WTO AND NGOS. The school represents an elective tool to favor the participation and social integration.To create a cross-cultural school understanding as space of production of a “shared culture” involves to abandon the labels of “foreign” and “italian”, but also “disabled” or “disadvantaged” to place at the center of all the action student role and its development of key skills of citizenship, as international reference standards. A process of whose management is corresponsabile the entire community.Through the description of the project skills-labs will be underlined the methodologies and the strategies that allow to involve all the roles of the scholastic and territorial community, in a process of formation and exercise of citizen, in which the pupils themselves and their parents are “rehabilitated” from object of intervention to promoters of share.Such methodology has produced a circle virtuous able to involve in way permanent scholastic and social roles. The experience is renewed every year, it is self supporting and involving about 300 people.
