- Docente: Cristina Poli
- Credits: 2
- Language: Italian
- Teaching Mode: Traditional lectures
- Campus: Bologna
- Corso: Single cycle degree programme (LMCU) in Primary Teacher Education (cod. 5711)
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from Nov 09, 2024 to Nov 30, 2024
Learning outcomes
Deafness: communication, autonomy and inclusion
The main purpose of these laboratory activities is to broaden the knowledge and the skills related to hearing disability and the subsequent communication handicap, in order to study how to improve deaf students’ inclusion at school and inside the society.
Course contents
Title. Deafness: communication, autonomy and inclusion.
The workshop course aims to increase knowledge and skills related to the issues concerning hearing impairment and the resulting communication handicap, in order to identify the first elements that can promote the scholastic and social inclusion of pupils.
Contents
Evaluation of the state of health of the deaf/hard of hearing student on a bio-psycho-social basis.
ICF: structures and functions (diagnosis and etiology); abilities (possible impairment of communicative and linguistic ability): contextual factors (deaf and hearing families, territorial policies - compulsory neonatal screening, age, attitude, prosthesis and cochlear implant...).
The Communication: communication systems in case of deafness.
Language acquisition in case of deafness.
Comparison of Italian language and Italian sign language.
Comprehension and production in LIS in simple form.
Programming of interventions aimed at strengthening and encouraging the development of verbal skills in school, specifically, competence:
1 phonological
2 lexical
3 morphological
4 syntactic
ICF-based teaching programming, applied to interventions with students with deafness.
Case analysis
Pratical training
Readings/Bibliography
Organizzazione Mondiale della sanità (2007) (a cura di) ICF-CY: Classificazione internazionale del funzionamento, della disabilità e della salute. Versine per bambini e adolescenti. Trento: Erickson
Dainese R. (2016) Le sfide della pedagogia speciale e la didattica per l’inclusione. Milano: Franco Angeli
Zani B., Ricci Bitti P. E. (2002) La comunicazione come processo sociale. Bologna: Il Mulino (Parte Prima e Parte Seconda)
Camaioni L., Di Blasio P. (2007) Psicologia dello sviluppo. Bologna: Il Mulino ( Cap V)
Rinaldi P., Tomasuolo E., Resca A (2018) (a cura di ) La sordità infantile. Nuove prospettive d’intervento. Trento: Erickson
Caselli M. C., Maragna S., Volterra V. (2007) Linguaggio e sordità. Gesti, segni e parole nello sviluppo e nell’educazione. Bologna: Il Mulino (Cap 2 e Cap 6)
Radelli B. (1998) Nicola vuole le virgole. Dialoghi con sordi. Introduzione alla logogenia. Bologna: Zanichelli
Bosco E. (2013) Comprendere la sordità. Una guida per scuole e famiglie. Roma: Carocci Faber
Deliberazione Legislativa n. 113/2019
Teaching methods
Methods for improving how to work in small and big groups
- dramatizations
- simulations
- small group and big group activities
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Problem solving
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Storytelling
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Cooperative learning
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Circle time
Assessment methods
The laboratory and the final work will be evaluated. This vote will affect the final vote of Pedagogia Speciale per l’Inclusione
Attendance is compulsory for at least 75% of the course. In particular students must be present at the first and the last lessons.
Absent students at the first lesson will be automatically excluded from the laboratory
Every laboratory includes the creation of a final work defined by the teacher (learning project, essay…), due to the fact that every laboratory requires students to work individually 17 hours every 8 hours of attendance.
The evaluation of every laboratory includes four grades:
- Failed: it is necessary to do the laboratory again
- -1
- 0
- +1
The evaluation will be published on AlmaEsami, and it will be taken into account for defining the final mark together with other exams marks. This partial mark will remain valid until the final mark is recorded.
Teaching tools
- PC
- Video-projector
- Clips of LIS
Office hours
See the website of Cristina Poli