B2359 - PEDAGOGIA E DIDATTICA SPECIALE NEI CONTESTI DI APPRENDIMENTO

Learning outcomes

At the end of the course the student: - knows the main cultural and theorical presuppositions of inclusive perspective; - knows methodological presuppositions for developing the inclusive perspective and the integration about disabled people; - knows the difference between deficit and handicap and knows the methodological lines for design a life’s project with the inclusive perspective; -knows the principal systems of classification promoted by OMS for the construction a life project, that takes into account the characteristic of disable person and the context of belonging, starting about family; - knows the current educational approaches useful for promoting size independent living, autonomy and self-determination of people with disabilities; - is able to apply techniques and tools for the evaluation of interventions and educational projects aimed at people with disabilities;- is able to using different instruments for take information about original cultural context of people with disabilities; - is able to build an inclusive project recognizing the special needs and problem situations and working through a network of other professionals and all the local services; - is able to design a project that involves person with disabilities, family, school, local services for realize a life project; - is able to enter the world of work, using knowledge and theories acquired; - is able to integrate their knowledge as a function of changes in regulations and international guidelines; - is able to doing a documentation of educational experiences that refers to various institutional clients, families and services.

Course contents

The course proposes an in-depth study of the following contents in the light of national and international project experiences, studies, research and regulations:

• the historical and evolutionary framework of Special Pedagogy and perspectives;
• representations, stereotypes and prejudices related to disability: analysis and deconstruction;
• interpretative models of special educational needs: typologies and categorisations;
• in-depth study of some pioneering authors of Special Pedagogy;
• reference regulations for school and social inclusion;
• disability and migration: studies and research and current scientific debate;
• adolescents with invisible complex pathologies;
• co-education and inclusion: the paradigm and challenges of the educating community;
• Teacher competences for inclusiveness;
• strategies, tools, projects and research aimed to inclusion.
  

Readings/Bibliography

Pileri A. (2024), Thinking and acting inclusiveness. Sguardi sul profilo dell'insegnante per il sostegno. Milan, FrancoAngeli (Chapters 1 and 2).

Caldin R. (2020), Pedagogia speciale e didattica speciale /1. Le origini, lo stato dell'arte, gli scenari futuri, Trento, Erickson. (Chapters 2 and 3).

Dainese R. (2016), Le sfide della Pedagogia Speciale e la Didattica per l'inclusione, Milan, FrancoAngeli (chapters 2 and 3).

In addition, scholarly articles will be provided for in-depth study of some topics of the course.

Teaching methods

Together with face-to-face teaching, there will be active moments that will allow sharing, identifying and learning pedagogical intervention methods.

As part of the degree course's innovative didactic proposal, the course adheres to the asynchronous integrative teaching method using Virtuale for exercises etc.

Assessment methods

The examination will be conducted in oral form

Criteria for examination assessment

appropriateness and clarity in the use of specific terminology;

appropriateness of the content covered;

reference to bibliographical sources.

It will be possible to assess the award of honours in cases where, in addition to meeting the criteria indicated, there is the ability to go into depth and make connections between the main topics covered.

Students with special educational needs will be able to make use of auxiliary aids and technical support tools and extra time for the test.

Registration for the tests will always take place via the Alma Esami application.

Teaching tools

The lessons will be conducted through the use of the main technological tools: power point, video, together with the analysis of documents.

Office hours

See the website of Anna Pileri