73216 - PEDAGOGIA DELL'INCLUSIONE PER IL PROGETTO DI VITA

Learning outcomes

At the end of the course the student: - knows the main cultural and theoretical assumptions underlying the inclusive perspective; - knows the methodological premises to develop the inclusive perspective and the integration of people with disabilities; - knows the differences between deficit and handicap, the logic of good practices and the methodological lines to set up a Life Project according to the inclusive perspective; -knows the main classification systems promoted by WHO for the construction of a Life Project, in relation to the original characteristics of the person with disabilities and the context of belonging, starting from the family; -knows the current educational approaches to disability, promoting and supporting, with competence, the dimensions of independent living, autonomy, 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 use operational tools and search for material and documentation functional to the knowledge of the cultural context of belonging of the person with disabilities; - is able to build an inclusive project, knowing how to recognize special needs and problematic situations, identifying the skills of professionals and institutional and inter-institutional collaborations that can be activated, and to build a map of resources; - it is able to design educational interventions that connect the disabled person, family, school, socio-sanitary and educational services in order to make the Life Project of the disabled person factual; - it is able to enter the world of work, using the knowledge and experience acquired; - it is able to integrate its own knowledge according to regulatory changes and international guidelines; - it is able to produce a documentation of educational experiences that refers to the different institutional clients, families and services.

Course contents

The course programme covers the following contents

- The life cycle and disability.
- The processes of identity and social inclusion.
- Educational processes and care practices.
The contents will be developed through the study of recommended texts, but also through direct testimonies and specific seminars.
Compulsory distance module, in e-learning platform, for attending and non-attending students.
It is foreseen and obligatory for all students, a Remote Module, with materials that integrate and clarify what has been studied in the reference texts and to be carried out on the platform, accessing it with their university credentials.
For any other clarifications we suggest to consult also the section "Didactic materials".

Readings/Bibliography

The 2 modules (Roberta Caldin and Valeria Friso) have designed and organized the teaching course as a "unicum", continuous and coherent. In this sense, the teachers indicate a single program (valid for both modules) and will take a single exam, which is explained below.

 

1. The assessment tests are constituted:
   the 1st paper, drawn up after reading the basic texts:1. L. Decembrotto, Marginalità vissute tra carcere e strada. Analisi, sfide, idee per una progettazione educativa oltre la detenzione, Liguori, Napoli, 2020.

• 2. Approccio e studio pedagogici di un autore "classico", guidati dal docente: Erikson E.H., I cicli della vita. continuità e mutamento, Armando, Roma, 1982, 1984.

The paper, which takes place at home, is composed of 8-10 pages (min. 20,000 characters excluded, max. 30,000) and must be delivered during the examination. In the paper it is necessary to have chosen and critically reworked, from a pedagogical point of view, a topic of your choice, common to the two basic texts.
from the 2nd elaborate/project that will take place in the classroom. This elaboration requires an in-depth study of the 3rd text: FFriso V., Disabilità, rappresentazioni sociali e inserimento lavorativo. Percorsi identitari, nuove progettualità, Milano, Guerini e Associati, 2017. Each student/student will be given a track to follow in order to draw up this elaboration/project. The test will last 2 hours and will have open answers (max.10). As the test will be argumentative and not summary, it will be possible to consult the reference texts and your notes during the exam.

Teaching methods

We will use a predominantly active teaching method. Alongside the lessons, there will also be meetings with privileged witnesses (the calendar of which will be communicated through a notice on the teacher's website), illustration of cases, exercises.
The methodology of the course includes an alternation of theoretical and experiential moments, group and individual work, together with the viewing of films and/or film documents and, as mentioned above, the meeting with privileged witnesses who have known/studied the conditions of vulnerability, disability and social discomfort.

Assessment methods

Evidence and assessment heading
The evaluation tests shall be constituted:
the 1st paper, drawn up after reading the two basic texts. The essay, which takes place at home, consists of 8-10 pages (min. 20,000 characters excluded, max. 30,000) and must be handed in during the examination. The essay must have chosen and critically reworked a topic of your choice, common to the two basic texts, from a pedagogical point of view.
from the 2nd elaborate/project that will take place in the classroom. This paper requires an in-depth study of a third text. Each student/student will be given an outline to follow in order to draw up this elaboration/project. The test will last 1 hour and will have open answers (max.10). As the test will be argumentative and not summary, it will be possible to consult the reference texts and your own notes during the exam.
from the e-learning platform exercise
After watching and listening to the video “L’integrazione prima delle Leggi”, try to describe - critically reframing - how the representation of disability has changed and how this change can contribute to enhancing a social role for people with disabilities. Write these observations in the Journal (max 300 words). This exercise will have a suitability or non-suitability assessment and must be carried out in an e-learning platform (not in the classroom) before the classroom test; the exercise has an individual commitment of about 6 hours.
The final grade of the exam (max 30 cum laude) will be the sum of the tests and the average of them.
To take the exam, students must register on AlmaEsami.
The evaluation criteria are as follows:
congruence and completeness of answers;
consistency with the delivery of the e-learning platform material;
the critical re-elaboration of the topics covered;
the correctness of the written language;
the reference to the plurality of bibliographic and sitographic sources, the completeness and feasibility of the project.
Subscription to the newsletter [http://www.mela.scedu.unibo.it/] of MELA, the audiovisual production laboratory of the Department of Educational Sciences, is required. You will be updated on the new videos produced.

Office hours

See the website of Valeria Friso

See the website of Roberta Caldin