Physical activity is an important tool for integration and inclusion that leads to respect for diversity because the need to move is also fundamental in the person with disabilities as it expresses their physical, emotional, mental, and social potential that emerges in the dimension in which the subject is in tune with himself, the family, the community and the world in general. Motor activities represent a privileged meeting point of diversity, which is thus included without distinction using the abilities of each one. The heterogeneity of students with special educational needs requires the implementation of a variety of responses that, by combining good didactic/educational planning with innovative pedagogical devices, are able to carry out individualized and personalized interventions by enhancing the resources of the school community. The present work, focusing on corporeality as a cognitive device, opens a reflection on the way in which to operationalize the educational process by initiating and implementing new personalized teaching protocols