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The paper aims to analyse the opportunity to promote the scholastic inclusion of pupils, through physical education. In the first instance, the historical process that has seen the transition from the concept of school integration of pupils with disabilities to that of inclusion through the introduction of regulations suitable for protecting the educational needs of each one will be explored. The potential of physical education will be explored through the structuring of new ways of designing and managing educational practice as an exercise of active and inclusive citizenship. Attention will also be focused on the mind-body binomial, with a view to the potential of the Embodied Cognition paradigm, which can take on a formative and pedagogically significant value, both by soliciting all those components of an expressive-communicative nature that support the union between body, mind, emotion, cognition and environment, and to further qualify inclusive processes in the context of ordinary teaching. [ABSTRACT FROM AUTHOR]

The paper illustrates the first results of the monitoring of the Rethinking College Program, a training course of the University of Padua that, starting from the literature on inclusive higher education, offers a relational and learning opportunity to young people with disabilities or autism spectrum disorder who leave secondary school with the attendance certificate. The results highlight the overall satisfaction of teachers, peer mentors and students: among the strengths are the positive relationships between peer mentor and student, and between the latter and the teacher. While the main critical aspect is the lack of relationships between classmates. A priority will be to activate training and supervision spaces to support peer mentors in their role as mediators of classmate relationships. [ABSTRACT FROM AUTHOR]