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Abstract:The educational action to heritage does not consist uniquely in communicating the symbolic and cultural contents, yet and mostly in the possibility of reflecting on the identity of man and his community of belonging, which heritage is an expression of. In such a sense, the museum becomes a welcoming place when it supports an opening attitude to the person through different educational dimensions, among which the intellectual, emotional-relational, ethic and aesthetic ones. Such opening capable of promoting the necessary languages and tools, lets the museum become an institution able to guarantee an accessibility for all and each single person.

In this short article, the authors focus on religious and spiritual education's potential to offer social and spiritual inclusion for students with a disability. They take the view that the religious and spiritual education teacher in such situations is positioned better when seeing such teaching as a special vocation. They use Italy as the case study by which to explore a religious and spiritual education approach to teaching in disability situations.

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In this paper we address some issues about inclusive education, in particular at the nursery. Some indications are remind by the Convention on the Rights of Persons with Disabilities and the World Report on Disability relating to access to schooling and education of boys and girls with disabilities, in the world. The facilitative contexts, the meeting with parents and the educational and helping relationship are some essential elements of the educational aspect of a nursery school: these also open the discussion on the presence of parental elements in the educational help professions and on the educational "cure".