PEDAGOGIA SPECIALE E DISABILITA’ CON LABORATORIO

Academic Year 2019/2020 - 1° Year - Curriculum Educatore sociale di comunita'

Learning Objectives

• SPECIAL PEDAGOGY AND DISABILITy

  The course aims to provide students with basic knowledge about the main cultural and theoretical assumptions underlying the inclusive perspective in education and training, with particular reference to the transition from integration to inclusion, to the methodological premises to favor the inclusive process of subjects with disabilities, to the main classification systems in relation to the original characteristics of subjects with disabilities and the context of belonging, to the current educational approaches to disability, to special educational needs.

• WORKSHOP OF METHODS AND TECHNIQUES OF INTERVENTION IN EDUCATIONAL AND TRAINING SPECIAL CONTEXTS

  The laboratory aims to provide students with basic knowledge and skills with regard to educational methodologies and strategies to favor the inclusive process of subjects with special educational needs, with reference to the original characteristics of the individuals and the context.

Course Structure

• SPECIAL PEDAGOGY AND DISABILITy

  Traditional with workshop exercises, which will have an exclusively educational function (they will affect the didactics, not the final grade).

• WORKSHOP OF METHODS AND TECHNIQUES OF INTERVENTION IN EDUCATIONAL AND TRAINING SPECIAL CONTEXTS

  The laboratory foresees the carrying out of the activities according to the methodologies of the flipped classroom and of the case study

Detailed Course Content

• SPECIAL PEDAGOGY AND DISABILITy

  TThe topics to be discussed and studied are: characteristics of special pedagogy, the historical path of recognition of disability and the main reference standards, the transition from the perspective of integration to that of inclusion, the international classifications of disability, the anthropological approach of the 'ICF, special educational needs and possible configurations and planning of educational activities for adults with disabilities.

• WORKSHOP OF METHODS AND TECHNIQUES OF INTERVENTION IN EDUCATIONAL AND TRAINING SPECIAL CONTEXTS

  Configurations, planning and simulations of inclusive projects for subjects with special educational needs according to the ICF anthropological approach

Textbook Information

• SPECIAL PEDAGOGY AND DISABILITy
  • M. Pavone, L’inclusione educativa. Indicazioni pedagogiche per la disabilità, Mondadori Università, Milano, 2014, p. 308.
  • L. Piccinino, C. Santa Maria, Non tanto diversi. Attività nei centri diurni per persone adulte con disabilità. Teoria e buone prassi, Franco Angeli, Milano, 2013, p. 272.
  • D. Ianes, D. V. Macchia, La didattica per i bisogni educativi speciali. Strategie e buone prassi di sostegno inclusivo, Erickson, Trento , 2008 (p. 9 -p. 136 and p. 265-302)
• WORKSHOP OF METHODS AND TECHNIQUES OF INTERVENTION IN EDUCATIONAL AND TRAINING SPECIAL CONTEXTS

  One book from:

  - A. Gaino, Il manicomio dei bambini. Storie di istituzionalizzazione, EGA-Edizioni Gruppo Abele, 2017 p. 224.
  - T. Zappaterra, La lettura non è un ostacolo. Scuola e DSA, ETS, 2012, p. 212
  - F. Riva, Il pesce che scese dall'albero, Sperling & Kupfer, 2017, p. 168.
  - F. Magni, ll bambino che disegnava parole. Un viaggio verso l'isola della dislessia e una mappa per scoprirne i tesori, Giunti Editore, 2017, p. 372.
  - P. C. Morello, Macchia, autobiografia di un autistico, Salani, 2016, p. 233.
  - R. Powers, Chissenefrega dei matti. Il caos e lo strazio della salute mentale, Erickson, 2018, p. 384.
  - F. Acanfora, Eccentrico. Autismo e Asperger in un saggio autobiografico, Effequ, 2018, p. 240.
  - R. Feuerstein, Y. Rand, J.E. Rynders, Non accettarmi come sono, BUR Biblioteca Univ. Rizzoli, 2011, p. 326.