Oltre le disabilità: per una rilettura del talento nelle transizioni di vita

This contribution aims to move beyond the conception of talent as giftedness or innate endowment, framing it instead as the outcome of the interaction between individual intentionality and environmental factors across the lifespan. By shifting the focus from the identification of individual talent to the collective responsibility for its development, an operational proposal is outlined for the school context, along with a reinterpretation of the Individualized Education Plan (IEP) as a tool capable of fostering talents in students with disabilities within a relational and inclusive framework. Finally, drawing on the proposal of an estimation of potential, which underscores the need for an epistemological shift in how talent is observed and recognized, the paper presents a theoretical and critical reflection on talent in conditions of disability during adulthood, and proposes an educational profile for its promotion throughout the life course.