The paper investigates the paradigm of semplessità as an hermeneutic key for governing the complexity inherent in the construction of the Life Project for persons with disabilities, situating itself within the framework of recent pedagogical and normative reflections. Building on the evolution of the legislative framework and the adoption of the bio-psycho-social model, the article highlights the necessity of transcending reductionist or rigidly linear approaches, recognizing in semplessità an operative trajectory capable of translating plurality into functional elegance. The arts and educational technologies emerge as simplex mediators, vicarious instruments that foster participation, symbolization, and projectuality, restoring centrality to corporeality and to the relational dimension of learning. From this perspective, the Life Project is not a static document, but an opus aperta, an existential narrative in continuous becoming, where deviations, anticipations, and mediations intertwine along a rhizomatic path. Semplessità thus appears not only as an epistemological paradigm but also as an ethical and aesthetic habitus, oriented toward conceiving education as ars vitae, capable of sustaining the dignity and self-determination of each individual.