ABSTRACT
Italy has a long history of inclusive practices in ensuring equity of opportunities of children identified as disabled or with special educational needs. This chapter analyses the enactment of the Convention of the Rights of the Child and Convention on the Rights of Persons with Disabilities as part of adispositifof power that governs children identified as disabled or with special educational needs as subjects whose limits of intelligibility and freedom are shaped by specific medical knowledges. The intent is to foreground an ethical approach to rights, self-fulfilment, and equity in education to enable the ethical formation of disabled bodies as part of the diversity of human beings.
