Il diritto all’istruzione dell’alunno disabile: principio di uguaglianza sostanziale e “tailorizzazione” del servizio

After briefly framing the discipline of the disabled child’s right to education in its social dimension, the author focuses on three specific and significant profiles: the differentiated educational paths; the school-home transport service; the case law in the management of the educational service. In implementino the principles of substantial equality and good performance, the author concludes by emphasizing the need that the educational service for the disabled pupil is offered with a view to maximum personalization, essential prerequisite for achieving the goal of effective inclusion