00797 - Special Pedagogy

Learning outcomes

At the end of the course the student:

- Knows the theoretical, cultural and methodological assumptions to promote the Inclusive Early Childhood Education of children with disabilities or neurodevelopmental disorders in Early Childhood Education Services

- Know the theoretical framework of the Resilience Ecological Social Approach to the Social Inclusion and Inclusive Education

Know the theoretical framework of the Quality of Life Model (QOL).

- Knows the main theoretical and cultural references related to the construct of disability

- Knows the main methodological lines to set up a life project according to the inclusive perspective

- Is capable of undertaking support pathways for the parents of children with disabilities or living in vulnerable conditions;

- Is able to build educational pathways in continuity with the agencies in the area towards the construction of the network of inclusion support services

- Is able to build an Individualized Educational Project in synergy with others professional figures;

Course contents

The construction of inclusive systems, in international guidelines and contemporary debate, emerges as a pivotal element and future challenge to be addressed also in reference to Inclusive Early Childhood Education in  (IECE). The educational objectives are the knowledge of the theoretical and methodological premises to develop the perspective of inclusive education. In particular, the study of the cultural and methodological assumptions to promote the inclusion of girls and boys with disabilities, with neurodevelopmental disorders, who live marginalized and abandoned conditions, in formal learning processes and in early childhood education services. Particular attention will be paid to: - the design of educational services (crèches, parental children's centres, family centres). To individualized educational design; to design in contexts from the perspective of Universal Design. Targeted educational methodologies and tools will be provided to promote learning and development processes in children with disabilities or neurodevelopmental disorders.

Readings/Bibliography

Mandatory text for the examination

• Malaguti E. (2020), Educarsi in tempi di crisi. Pedagogia Speciale, Resilienza, Processi Inclusivi, Transizioni, Fano, Aras Edizioni

• Materials supplied via Unibo's elearning hub
  

Teaching methods

The teaching method uses active methodologies while aiming to transfer basic and fundamental knowledge and learning useful to carry out the future profession of educator in the early childhood sector.

An active and participatory role is required from the student and student.

Assessment methods

The evaluation will take into account the following criteria: the understanding of the requests contained in the outline; the correctness of the written language; the reference to the plurality of bibliographical and sitographical sources.

Teaching tools

During the lessons materials (articles, historical sources, testimonies) and hubs will be used. The lessons will also be complemented by in-depth seminars or documentaries and analysis of thematic sites.

The materials will also be placed on the OnLine Teachings platform

Office hours

See the website of Elena Malaguti