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 and their families.

It is necessary to register using the University credentials.

 

Readings/Bibliography

COMPULSURY BIBLIOGRAPHY

Mandatory text for the examination

• Malaguti E. (2017) Contesti educativi inclusivi. Teorie e Pratiche per la prima infanzia, Roma, Carrocci
  
• Malaguti E. (2020), Educarsi in tempi di crisi. Resilienza, pedagogia speciale, processi inclusivi, intersezioni, Fano, Aras Edizioni (solo introduzione cap. II e conclusione )
• Canevaro a. (2015) Nascere fragili. Processi educativi e Pratiche di cura. EDB
  

Materials supplied via Unibo's elearning hub

ERASMUS STUDENTS

The course and exam will be held in Italian.

Mandatory book: 

• Malaguti E. (2020), Educarsi in tempi di crisi. Pedagogia Speciale, Resilienza, Processi Inclusivi, Transizioni, Fano, Aras Edizioni (only presentation, chapter II and conclusion)

• Malaguti E. Augenti M.A (2022) From the person to the learning environment, through an ecological social human approach. The IEP as a real planning tool to promote inclusive education through multiple pluralistic proposals, Anicia Editore QTimes – webmagazine Anno XIV - n. 1, 2022 ISSN: 2038-3282 www.qtimes.it

• Sandri P. (2014) Integration and inclusion in Italy. Towards a special pedagogy for inclusion. Intégration et inclusion en Italie. Vers une pédagogie spéciale pour l’inclusion ALTER, European Journal of Disability Research 8, 92–104

In the e-learning platform a space dedicated to Erasmus students will be set up in which articles in English  will be uploaded and specific exercises

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.

Power point presentation, video analysis, papers provided by the teacher during the course.

Assessment methods

The examination consists of three questions open-ended (a short essays) questions. Two of a theoretical nature and an operational one relating to an analysis of a concrete situation.

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.

 

To inscript to the exam please use the Almaesami webside.

The exames could be managed in presence or on line in relation to the sanitary emergency situation.

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