Riflessioni pedagogiche sui profili terminologici e dogmatici del d.lgs 62/24

This contribution aims to offer a reflection on the pedagogical implications of the re- definition of the “condition of disability” introduced by Legislative Decree 62/24. The * Università degli Studi di Salerno. 705 terminological innovation promoted by the aforementioned decree can be interpreted as an attempt to overcome the categories that confine the person and risk hindering the natural process of identity construction, which is facilitated by the development of a life project oriented toward the inalienable right to self-determination. Indeed, in the legal text, the original reference to levels of severity related to pathology—focused on the individual through a medical-individual approach—is replaced by a notion that emphasizes the forms of support that society, at various levels, must offer to the person with disabilities. This perspective is disengaged from the idea of limitation due to the presence of any pathology or deficit. From this point of view, the value of words and their underlying meanings becomes a fundamental tool for cultural change, understood as a phenomenon that is both quantitatively and qualitatively broader than the mere dogmatic application of a norm.