**2. Students with learning disabilities**

Weak students, who fail to emerge in almost any teaching activity, have always been there. In the past, many of them were labeled listless or incompetent, resulting in a significant loss of self-esteem. In fact, students who see that they are unable to obtain satisfactory results, despite an initial commitment, soon fall out of love with the study and risk losing, sometimes forever, the chances of learning in a way that gives good results.

Already in the 60s, Don Lorenzo Milani had theorized that the task of an inclusive school is not to leave anyone behind. In *Lettera a una professoressa*, Don Lorenzo forcefully underlined the fundamental role that education has for humanization and for emancipation from poverty and exploitation. For him, a school that deals only with good students and limits itself to rejecting students with intellectual disabilities or those from an economically and culturally poor environment is like "a hospital that treats the healthy and rejects the sick" (see Don Lorenzo Milani's thought in [4]). The prior of Barbiana also insisted on the need to learn as many words as possible, in order to be fully integrated and active citizens.

Several decades have passed since then, yet the school still needs to be improved. In fact, some teachers, often the older or less prepared, still look at students with SEN with suspicion, often simply relegating them to those who cannot reach too much. Instead, sometimes, all you need to do is change the educational strategy.

In fact, if a student is seen in this way, he will never be able to develop those qualities of self-esteem and self-confidence that are needed for the world of today. And allowing self-confidence to develop is an indispensable task for school, especially nowadays. Today, albeit with difficulty, the purpose of an effective teaching activity is no longer just that of transmitting knowledge, but also and above all that of forming the citizens of the future, aware of their own strengths. Today, in fact, the soft skills of active citizenship are fundamental.

Fortunately, legislation has come to help, and today more and more teachers are prepared and attentive and try not to leave anyone behind, especially as regards the use of a language that makes the contents accessible to all students [5]. Indeed, language education must be inclusive.

For students with learning disabilities sometimes targeted and individualized actions are needed. Many of the activities implemented with these students could derive from common sense, but, since not all teachers could show the same sensitivity, the schools, based on the certification from a specialist, prepare a PDP, (Personalized Didactic Plan). This document contains the instructions to follow and lists the compensatory tools to be used. It is a fundamental document, which is not only useful for pupils, but also for teachers to structure their work [6].
