67999 - Special Pedagogy for Inclusion

Learning outcomes

At the end of the course the student - knows the epistemological, cultural and theoretical reference for the development of inclusive perspective – knows the historical references that lead to the exclusion de-institutionalization of people with disabilities and implementation experience of inclusion and social - knows the legislative references that allow you to create and advance the educational and social inclusion of disabled people, considering the laws made ​​not a given but a goal and an educational tool - knows the methodological premises to promote inclusive settings; - knows operational tools to achieve the organization of the class for the integration/inclusion of disabled people in the processes of formal education – is able to build an inclusive project, knowing how to recognize the special needs, knowing identify the competencies of individuals and partnerships can be activated in contexts, and to construct a map of resources – is able to produce records of the educational experiences that refer to different institutional clients and their families and that invokes the participation of the classroom and students. Under laboratory experience related to the course, the student will achieve the following skills: - will be able to organize an inclusive classroom with reference to the methodology and tools of Institutional Pedagogy, in particular: the board of the class, help mutual, the Learning Agreement - will be able to guide students in search of cognitive styles and individual learning, to assess the most effective means of learning for each subject and do not exclude those who are disabled.

Course contents

Objectives
The educational objectives of the course are:

· Ability to develop a perspective of inclusion of disabled people in the processes of formal education.

· Learn how to find out the needs of the individual with special needs in the classroom, developing the ability to design a trail that is able to do to meet the special needs and skills.

At the end of the course, the student will be able - knowing the inclusive logic, based on the difference between deficit and disability, and the logic of "best practices" - to set up a project based on the following assumption: “to know the deficit to accept it and to detect disabilities to reduce them”.

The construction of an inclusive project involves:

· Be able to use historical references to understand actuality

· Be able to use the legislative references to design the educational action

· Be able to read the needs and enhance the resources to achieve inclusion

First module: the presentation of Special Education

The object of the Special Education is disability, which is the situation of those who live the limitations of a deficit. The Special Education today in the inclusive perspective, it means the ability to integrate in the mainstream school, to and through learning, persons with a disability.

Second module:historical references

The integration before of the laws. The process of de-institutionalization, which led to the overcoming of the position of disabled people in large containers: the contribution of Associations, families and teachers. The realization of the integration in the school and in the contexts of community life: 1977 - 2012, thirty three years of commitment concerning the rights, the cultural, administrative effort, social and educational.

Third module: the legislative instruments

Law no. 517 of 1977, Law no. 104 of 1992 (Framework Law) which contains a legislative instrument to the whole of life, and the Laws born after that allow you to carry on with construction. The legislation should not be a given already made​​, or a fact that complain about poor implementation, but a goal to be achieved, recalling the participation of the subjects, and, therefore, an educational tool.

FourthModule: operational tools

The organization of the class for the integration of people with disabilities in the process of formal education. The Institutional Pedagogy and the organization of the inclusive classroom: the structuring of space, organization of time, the choice and treatment of materials, aids, organization of activities, documentation of experiences. Pedagogy of the means of learning, cognitive styles and mental management, pedagogical dialogue with the students.

Fifthform: the construction of an inclusive project

Learn to recognize the needs of individuals and contexts of learning and life. Learn how to discover resources of subjects and contexts and build a resource map. Learn to analyze situations, knowing how to conduct an observation of regular school practices and contexts of children's lives to learn how to propose a development in the logic of inclusion and good practice

Sixthform: the documentation

The documentation refers to different clients: institutional (managers, colleagues, local administrators, local services), families, the class group, individual children. Learn to identify in the documents the necessary information and to take care, in its turn, to document educational and teaching experiences, proposing ways and means connected to the various commissions, in a participatory way, recalling in particular the contribution of the students.

Readings/Bibliography

A. Canevaro (1999), Pedagogia speciale. La riduzione dell'handicap, Milano, Bruno Mondadori.

A. Vasquez, F. Oury (2011, ed. or. 1970), L'organizzazione della classe inclusiva. La pedagogia istituzionale per un ambiente educativo aperto ed efficace, Trento, Erickson.

A. de La Garanderie (2003, ed. or. 1996), I mezzi dell'apprendimento e il dialogo con l'alunno, Trento, Erickson.

P. Sandri, Gli spazi, i tempi, le relazioni nella scuola inclusiva, in P. Gaspari, P. Sandri, Inclusione e diversità. Teorie e itinerari progettuali per una rinnovata didattica speciale, FrancoAngeli, Milano 2010, pp. 74-132, including Appendix to the text.

P. Sandri, “Special Didactics in School Inclusion Processes”, Alter, in corso di pubblicazione.

Text preparatory workshops:

A. Errani, I. Vannini ( a cura di) (2012), Imparare facendo, Bononia University Press (B.U.P.).

Teaching methods

Lectures, case illustrations,film projections.

Assessment methods

The verification test will be written, with about 3 hours of time, and will consist of:

· open questions about the major theoretical concepts discussed

· analysis of documentation, which will be provided at the same time, relating to a profile of student with deficits and

· drawing, on the basis of a track, of a synthetic intervention project.

As regards the evaluation will take into consideration:
1. the conceptual clarity and exhibition;
2. the ability of critical reworking of what has been studied;
3. the ability to make motivated connections between theory and educational and teaching interventions.

Teaching tools

Audiovisual: A. Canevaro, L. Zaghi (2010), L'integrazione prima delle leggi, Audiovisivo (in visione presso la Biblioteca del Dipartimento e/o richiedibile al docente.)

Office hours

See the website of Patrizia Sandri