Ariel’s story is one of the many symbols of the Italian transformation school system from the 1970s onward, as it emblemizes the long historical and cultural journey from the admission of people with disabilities to their full inclusion. The Italian Law 118 of 1971 aimed to guarantee everyone's right to education, which could not occur in the same way for everyone: the support needed was different (Warnock Report, 1978). In order to recognize diversity, teachers must undergo continuous training (Italian Law 517 of 1977), with the understanding that individual differences are not merely deficits to be integrated, but inherent characteristics shaped by the relationship between the person and their environment (Salamanca Statement, 1994). Ariel is 17 years old. In class, she seems wrapped up in her own world, often lulled by the mostly lecture-based lessons. She rests her head on the desk, eyes closed; stares at her notebook; eats candy unbothered by the teacher’s gaze. She rarely speaks in class, but when called upon, she responds with precision and brevity. Her ability to concentrate sometimes doesn’t match the length of the lessons, and she enjoys retreating into drawing as a diversion. Every now and then, she quietly gets up, clumsily walking between the desks or stepping out of the classroom for a break, routinely pausing in the corridor to look at her classmates’ projects on the walls. Her peer relationships are superficial and remain confined within the school building: outside of school, she doesn’t go out at all—except for a bit of basketball and the school theatre course, where she’s brought by her parents. Ariel is autistic; every social interaction is a “script” she must carefully prepare and perform, often with great effort, in order to mask her neurodivergence. This “masking”, or “social camouflaging”, in adolescent girls with autism was explored through a theatre project in high school. The initiative transformed the mask into an opportunity for inclusion: theatre became a vehicle for emotional experience and artistic creation for the class, allowing them to reflect on themselves and contribute positively in terms of relationships. It also offered a way to express themselves authentically, discovering new facets of who they are, and new ways of feeling, acting, and thinking. Ariel helps transform her environment - her school, her teachers - and the broader community where she lives. She demonstrates that the true meaning of inclusion lies in “mutual belonging”, a concept that reshapes conventions: the school’s teaching methods are no longer “compartmentalized by subject,” but instead become expanded and interconnected. This shift allows inclusion to evolve into a continuous process that addresses all forms of exclusion and marginalization, disparities, and inequalities—ensuring that no one is left behind (Incheon, 2015, Art. 7).

Keywords: Education Practice Trends and Issues, Pedagogical Innovations, Flipped Learning.