Abstract
Transitions between school forms and grades (especially between lower and upper secondary school) and working life are phases in which pupils with disabilities are at risk of marginalisation. Consequently, the training of school staff is cogent. This contribution presents an intervention - and the evaluation of its outcomes - aimed at training 19 teachers in the Province of Bolzano. The originality of the experience lies in the combination of three approaches from the Italian and German cultures (i.e., person-centred planning, self-determination and capacitating codesign), aimed at supporting future life planning that genuinely focuses on the dreams and interests of pupils with disabilities and works on the contexts for realising them.