Today disabled people lead a relatively independent life and require little assistance with the activities of daily living. There are, however, people with disabilities for which you require media of various kinds, from wheelchairs, guide dogs, to prosthetic devices. The progress made in the field of specialist equipment have made the disabled more independent, contributing also to break the prejudices and social barriers. These acquisitions have made possible the participation in physical activities and sports and leisure activities, thus assuming a basic importance is to follow a way of life for both active and maintain a state of optimal health. Unfortunately, there are still many disabled people who face difficulties in everyday life, such as the lack of adequate transportation, elevators, possibility of access to public places, etc... They are therefore necessary adaptations and modifications, so as to ensure quality and accessible environments for the needs of these people. The adaptation should not only concern the infrastructure or means of transport, but it is necessary to put in place all those good inclusive practices, so that people with disabilities, who wish to establish with an active lifestyle, a state of physical well-being, as well as a chance to compete or interact on a social level, have access not only to infrastructure but also to the activity itself. These principles are involved both in the context that the subject, thus constituting an effective inclusive education system, having as its primary goal the removal of barriers to learning and participation (Booth and Ainscow, 2008). In the absence of specific responses, in fact, such situations need to be transformed into limitations to the activities and restrictions of social participation (Altavilla G. et al., 2013b).