The life project is born by putting the disabled person and his family at the center of planning. The objective is to create a continuous path, designed on the uniqueness of the person and its potential along the different stages of the life cycle from birth to adulthood.

The participation of families is fundamental, since they immediately become an integral part of the rehabilitation and growth process. Adequate space is given to the needs of parents in the various moments of growth and transition, always welcomed by specialized personnel with whom to discuss about doubts and methods.

Development age

As the scientific literature has described and largely demonstrated, early rehabilitation is a crucial point of neurodevelopmental disorders. Identifying and strengthening at an early stage means improving and accelerating the atypical learning process and facilitating the achievement of typical development stages that are often delayed. Rehabilitating also means building a network of people around the child’s life context (parents, teachers and caregivers) who are more aware of the individual child’s development profile, knowing their strengths and weaknesses. Understanding the disorder and its functioning becomes fundamental to understand and to stimulate the skills to be strengthened every day.

Early care means starting early, from the first access, with a neuropsychological rehabilitation that takes into account the best and most recent research and scientific evidence.

The adolescent age

In disability, growing means continuing to learn, even modifying rehabilitative goals, because it is essential to shift the attention from the single neuropsychological function to its generalization in the daily environment. Once in the vicinity of adolescence, a gradual transition to work and housing autonomy begins.

This phase of the project, which envisages and favors work in small groups, will have as its main objective the achievement, in as many environments as possible, of the basic skills necessary for the development of autonomy and that will subsequently be fundamental for job placement


The educational path in this phase is integrated with professional training courses at work and, when possible, protected insertion into the world of work.

In particular we want to identify the possible tasks based on the development profile and skills of each individual child and build a gradual integration in the workplace with tasks previously identified with the employer himself/herself or his/her representative. The boy accompanied by the educational staff will learn his/her tasks, the rules of the environment and what to do in case of difficulty.