Abstract
Students with an adoptive background present a multiple intersectionality condition, with an overlapping of different identities: adoptive, ethnic and ability wise, which exposes them to possible multiple discriminations. This article, thanks to data collected by family associations, intends to investigate this complexity by highlighting the most important problems, the school’s and healthcare’s interventions to address those problems and the possible additional and complementary actions that can be put into place to encourage inclusion and integration of disabled students with adoptive and ethnically different backgrounds.
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