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Youth deviance in Italy is a phenomenon that is involving an ever-increasing number of young people and, unfortunately, is contributing strongly to crime, with a corresponding increase in frequent recidivism. It is urgent to undertake actions aimed at prevention through effective intervention proposals reflecting a high educational value and a transformative value of deviant behaviour and social maladaptation, aimed at the development of psycho-social and crossmodal (body-emotional-empathetic-cognitive-relational) skills useful to counter the onset of criminal behaviour. Being a valid educational-training strategy to be implemented in compulsory schools, though actively involving experiences, Biodanza SRT focuses body and corporeity as paths of knowledge, restoring human dignity, positive identification, empowerment, consciousness, talent enhancement and awareness of oneself, of one's own abilities and skills.

This contribution aims to investigate whether the Biodanza SRT tool can be an experimental pedagogical approach able to positively stimulate the development of self-esteem, self-confidence, self-efficacy and the promotion of learning and motivation also in school systems. It is an important component to be correlated in the main training processes of the individual. In this regard, for a sample of school-age subjects, a Biodanza laboratory activity was proposed (divided into seven meetings) and, at the end of the same, through a mixed-type questionnaire, the pedagogical effectiveness of this project was assessed.

In the perspective of inclusive didactics, the differences are not only accepted, but also stimulated, valued, used in daily activities to work together and grow both as individuals and as a group. The basis of this new vision of the teaching-learning approach is precisely the "motor activities and the corporeity which, starting from what a person is able to give or to do, stimulate the consideration of oneself and one's own existence. In this regard, the aim of this paper is to identify and analyse the Biodanza SRT System as an educational strategy that, within the Inclusive Didactics-related teaching-learning process, represents a new innovative methodology able to contribute to the enhancement of diversity as a resource, and bring benefits to the overall well-being of the disabled or discomfort person, by facilitating a better "functioning" of the social context he is included (ICF-CY) and favouring Well-being and Inclusion. Through a careful analysis of literature references and protocols already exist for this educational-sport strategy arrive at a result that Biodanza is not considered as a therapy as it does not act on symptoms, conflicts, and disorders, but, in a therapeutic way, it stimulates the “healthy part" and its inclusion in programs or protocols: it is not intended as an "alternative" proposal but as a further strategy to be integrated with the actions already implemented in the different contexts. From the point of view of Special Didactics, the Biodanza seems to be an excellent strategy to aim to inclusion and "normal specialty". Key words: Biodanza SRT; Special Educational Needs; SEN; Inclusion; Inclusive didactics.