"Silent" educators for inclusion. Tales, stories and narratives

The article - starting from a reflection on the relationship between regulatory interventions and educational practices in Italy around the themes of disabilities and Special Educational Needs (BES) - intends to propose stories, tales, and narratives as "silent educators" capable of favouring and promoting inclusion at school. Children's literature, in fact, offers a key to addressing the issues of disability and inclusion, also considering the most recent editorial production of picture and silent books. The latter are able to stimulate, in young readers, the activation of empathic processes and the discovery of the absolute uniqueness of each subject.