The concept of self-determination has deep historical and phil- osophical roots, and since the 1990s, it has been acquiring importance in the psycho-pedagogical perspective too. Specifically, reference is made to the func- tional model of self-determination developed by Wehmeyer (Wehmeyer, 1998; Wehmeyer, Bolding, 2001). This model derives from the perspective of Quality of Life, the authors consider self-determination as a combination of four ele- ments: autonomy, self-regulation, empowerment, and self-realization (Schalock and Keith, 1993; Wehmeyer et al., 1999, 2003).Self-determination, therefore, implies the possibility for the person to have access to what they desire in their life and for their future. From the pedagogical point of view (Dusi, 2000; Por- tera, La Marca, Catarci, 2015), the concept of self-determination is strongly linked to that of autonomy, planning ability, and empowerment. The latter implies the possibility for individuals, groups, or communities to increase and strengthen their capacities, moving towards greater awareness of their own value and potential in order to achieve self-realization (Bacharach, 1993; Bus- caglioni, 1994; Piccardo, 1995). In the intercultural dimension, the concept of self-determination is used with reference to the self-determination of peoples, which is considered one of the fundamental principles of international law. Relations between States must conform to it in accordance with the Declara- tion of the UN General Assembly of 1970.