The request for a precise definition of memory would put any serious academic into difficulty. To provide a synthetic response, we could define memory as a marvellous mechanism, a means for taking us back in time. Memory is, therefore, a mental activity which connects us over time and gives a meaning to existence. Telling one's story, one's autobiography, signifies primarily taking stock of the state of one's own identity; it signifies communication, communicating who we are to ourselves and others. It means transforming the interior monologue into dialogue with the other; it means scanning and modulating our emotions through the representation of the events of our lives.

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This paper reports the results of an interdisciplinary project (pedagogical, medical, engineering area) of the Centre for Research on Disability Issues, operating within the University of Florence, which provides support for students with disabilities and with Learning Disorders (LD). The project, which aims at drawing up a protocol for the inclusion and learning support for students with learning difficulties, after a first reconnaissance of user needs that have been reached with the participation of the very same protagonists (thanks to a questionnaire built on purpose and a series of focus groups) is now at the stage of guidelines drafting for inclusion and education, to be used by teachers, students and administrative staff. In the article, after a brief summary of the previous phases of the project, the reader can find the most significant elements of the guidelines for teaching, i.e. the section for teachers, whose aim is to implement a LD-friendly teaching, even at the university level, in compliance with Law 170/2010.

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The importance of play for the sake of play 7 1.2 Barriers to play for children with disabilities 8 1.3 Case study methodology: an opportunity for disability studies 9 References 13 Pedro Encarnação 2 Methodology: the survey aimed at assessing the children with disabilities play needs from the perspective of parents and children 15 2.1 Surveys development and data collection procedures 15 2.1.1 Questionnaire for parents' associations 16 2.1.2 Questionnaire for parents of children with disabilities 17 2.1.3 Data collection 18 References 20 Appendix 21