Abstract
The paper aims to investigate the issue of the right to education as a human right, through which schools adapt their methodologies and tools to the needs of students, from an inclusive perspective, through the removal or at tenuation of barriers and by increasing facilitators, in ICF optics. The right to school inclusion has yet to be fully fulfilled, as it is protected in legislation but is not always concretely implemented in school practices. The legisla tion aims to achieve equity in practice (Ferrero, 2023).The issue of the lack of resources due to the economic crisis undermines the social right to education (Matucci, 2019). The equity of school systems is a legally relevant con ceptandthefoundationsofinclusiveschoolingcanalreadybefoundwithintheItalianConstitution(Matucci,2020). Rawls (2002) understands “justice as equity”. Justice and equity are terms that combine well with inclusive ones: guaranteeing equity in fact meansgiving everyone whattheyneed,consideringthefactthatthestarting point is not the same for everyone, as Don Milani already stated with his warning “There is nothing as unjust as giving equal shares to unequals”