Special educational needs of children in vulnerable family and social situations: the narrative approach in the inclusive school

The article provides an insight into the domain of the Special Educational Needs by examining the life stories of pupils in child protection, family foster care and national and international adoptions. We observe how the narrative approach supports the processes of inclusion and adaptation of pupils experiencing family and social vulnerability and, at the same time, how it facilitates the exchange with diversity. This perspective represents the basic dialectic for the exploration of subjectivity, the sharing and co- construction of meanings around each individual's story, the understanding of different family and cultural worlds, and the valorization of one's life path.