73375 - PEDAGOGIA SPECIALE, DELLA MARGINALITÀ E DELLA DEVIANZA

Course Unit Page

Academic Year 2017/2018

Learning outcomes

After completing the course the student: - he knows the methodological foundations for developing inclusive perspective and / or lintegration of people with disabilities, and / or those in situations of marginality and deviance; - Knows the differences between deficits and disability, the logic of good practices, participatory designing and methodological lines to set up a life plan, according to the inclusive perspective; - Know the main cultural and theoretical assumptions underlying the inclusive perspective, which limits the marginalizing situations; - Knows the reference theories of marginality and deviance; - Knows educational methodologies and tools to combat the phenomena of marginalization and deviance. He is able to use operational tools and search for functional materials and documentation to the knowledge of the cultural context of membership of the disabled person, marginal and / or deviant; - He is able to integrate their knowledge as a function of changes in regulations and international guidelines on disability, marginalization and deviance; - Knows the social and cultural facilities in the area and is able to activate them with exchanges and collaborations; - He has a communicative relationship skills both in the relationship with the individual subject in education, both in relation to groups of subjects in education; - Possess adequate skills to interact with difficult people / disabled / marginal / deviant with thoughtful and problematic attitude, as it recognizes the risks that are due to the different forms of prejudice, conditioning and social and cultural stigmatization; - He is able to generate synergies between the various educational agencies, local authorities, other reality of life context of person under his care, in order to build an institutional network and proximity, which supports the person in a situation of vulnerability and contribute to the realization of the Project of Life.

Course contents

The Special Education as Pedagogy of integration and inclusion

Terminological reflection and integration models

The project of life of people with disabilities

The design educational in the school context and outside school

Analysis of interventions for labor inclusion of disabled person

The social and cultural educator for the inclusion of people at a disadvantage, marginalization or deviance: analysis of the skills required

The educator's knowledge: the systemic-relational approach, phenomenological approch, cognitive approch

Communication and helping relationship in contexts of marginalization and deviance

Analysis of re-educational and inclusive projects

Readings/Bibliography

Books for students attending:

Canevaro A., Pietre che affiorano. I mediatori efficaci in educazione, Erickson, Trento 2008

Contardi A., Verso l’autonomia. Percorsi educativi per ragazzi con disabilità intellettiva, Carocci, Roma 2015

Bertolini, Caronia, Barone, Ragazzi difficili. Pedagogia interpretativa e linee d'intervento, Franco Angeli, Milano, 2015

FREIRE, Paulo. La pedagogia degli oppressi. Torino: Edizioni Gruppo Abele, 2011.

Books for non-attending students:

A. Canevaro, Pietre che affiorano. I mediatori efficaci in educazione, Erickson, Trento 2008

Contardi A., Verso l’autonomia. Percorsi educativi per ragazzi con disabilità intellettiva, Carocci, Roma 2015

Bertolini, Caronia, Barone, Ragazzi difficili. Pedagogia interpretativa e linee d'intervento, Franco Angeli, Milano, 2015

FREIRE, Paulo. La pedagogia degli oppressi. Torino: Edizioni Gruppo Abele, 2011.

Study the chapter titled I saperi dell'educatore, in M.Teresa Bassa Poropat, Fabrizio Lauria, Professione educatore. Modelli, metodi, strategie d'intervento, ETS, 1998.

Study the materials on AMS Campus. Request the password at teacher

Teaching methods

Lectures; illustrations of "cases" with discussion in small groups; reports by students; seminars conducted by experts in the field; exercises.

Assessment methods

The test will be written, with about 3 hours of time, and will consist both in open questions about the main theoretical concepts discussed, both in the analysis of documentation, which will be simultaneously provided concerning a student profile in situations of disability, marginality or deviance and in designing , based on a track, of a synthetic educational intervention.
For the evaluation, they will take into account:
1. conceptual and clarity;
2. the critical ability to rework what has been studied;
3. the ability to make reasoned links between theoretical and educational and teaching interventions aspects.

Office hours

See the website of Patrizia Sandri