00797 - Special Pedagogy

Learning outcomes

Upon completion of this course the student: - he knows the cultural assumptions, theoretical and methodological to promote the integration of children with special educational needs in formal learning process and not formal, with special attention to the different actors involved, the different cultural affiliations, gender, contexts, educational design, styles and educational practices; - Knows the main cultural references and related theoretical construct of disability, the main cultural and theoretical assumptions underlying the inclusive perspective, the main methodological lines to set up a project of life from the perspective inclusive; - Knows the classification systems promoted by WHO for the construction of a project of life in relation to the original characteristics of children with disabilities or living conditions of vulnerability and their context; - He is able to undertake the work of support for parents of children with disabilities or living conditions of vulnerability; -He is able to activate helping relationships and multidisciplinary paths that can support parents to the construction of the project of integration and social inclusion; - He is able to build educational programs in keeping with the local agencies to build the network of support services integration; - He is able to build an individual care plan in collaboration with other professionals; - It is able to recognize the originality of each individual child to grasp the difficulties and resources to reduce the disadvantages and reorganize the learning; - He is able to know the system aids for the reduction of disability and to use new technologies to promote the integration and social inclusion; - It is able to design and build specific routes integrated with the group of boys and girls who attend educational settings aimed at children; - He is able to use tools for designing, testing and evaluation of interventions and educational projects aimed at children with disabilities; - He is able to use operational tools and research material and documentation to functional knowledge of the cultural environment of children with disabilities or living situations of vulnerability.

Course contents

In the academic year 2014/2015 formative responsibility of teaching Special Pedagogy (00797)has been entrusted to Prof. Patrizia Sandri and Prof. Elena Malaguti and will consist of two modules of 24 hours each.

 

Knowledge

The educational objectives concerning the knowledge of the methodological foundations for developing inclusive perspective. In particular the study of cultural assumptions and methodology to promote the 'integration of girls and children with disabilities, with special educational needs, in the processes of formal and with  particular attention to the different actors involved (the child, teachers, family, school institution, and social institutions - health and education, land resources), to different cultural affiliations, gender, contexts, educational planning, styles and educational practices.

First Module lecturer Prof. Patrizia Sandri from 19 January to 11 February 2015

 

The Program Module

 

Title: The relationship, in the center

 

Contents

 

·         A brief history of special education and reflection on key concepts inherent in it

·         The childcare: the acceptance and observation of the child with disabilities
A deepening: The relationship with parents.

·         A day at the “nest”: identifying the main stages of inclusive design

·         A deepening: analysis of linguistic and psychomotor aspects in case of deficit

·         The relationship between the professional team and the documentation of the work performed.

Second Module lecturer Prof. Elena Malaguti

II Module Program

 

Title: Original development and mediators for inclusion

 

Taking care of a baby is a complex and delicate art. It is important to reflect on the quality of the service, on the principle of responsibility, on the risk of violence in relationships. Time, Space, continuity and discontinuity, creating a background that gives coherence to the discontinuity, controlandsociality , effective mediators are some of the indicators that could support the process of building a community that respects the plurality of subjects.

 

The content will be addressed through a part of lessons in presence and a part of lessons in distance learning (elearning-cds.unibo.it) and will refer to the following topics:

 

· Looking to learn and design according to the inclusive perspective through the use of multiple brokers.

· Early indicators and autisms: accompany the growth process.

 

· The preparation of the learning environment: integrate and include children with sensory deficits.

 

 

Readings/Bibliography

Study texts for the form of Professor Patrizia Sandri
Canevaro A. (a cura di), Un'educazione speciale nella prospettiva inclusiva: l'integrazione di bambini e bambine disabili nei nidi e nelle scuole dell'infanzia, Numero monografico della Rivista Infanzia n° 11, novembre 2005,

Caldin R. (2008), L'incontro e la risposta. Accompagnamento e sostegno a genitori con bambini pluridisabili, in Studium Educationis, Rivista on-line n. 1/2008 Erickson, Gardolo di Trento, pp.71-91

Balsamo C., Riviello M. (2003), La famiglia tra informazione e partecipazione, in CDH Bologna e CDH Modena, Bambini, imparate a fare le cose difficili, Erickson, Trento, pp. 25-54.

All texts are available from the library of the Department of Education "Mario Gattutto" - School of Psychology and Educational Sciences - University of Bologna.

Study texts for the form of Professor Malaguti:

A.A.V. V. L'educazione che cura: un processo per fare inclusione (FOCUS), in Infanzia, marzo-aprile 2014, Spaggiari Edizioni (da pag. 91 a pag. 112)

The magazine is available at the library of the Department of Education "Mario Gattutto" - School of Psychology and Educational Sciences - University of Bologna.
www.elearning-cds.unibo.it: Course of Special Education - lecturer Elena Malaguti

Those interested in deepening the topic can study the following texts:

G.Colombo, E.Cocever, L. Bianchi, Il lavoro di cura. Come si impara, come si insegna, Carrocci, Roma, 2004
C. Xaiz, E. Micheli, Gioco e interazione sociale nell'autismo, Erickson, Gardolo di Trento, 2001
G. Appel, A. Tardos, Prendersi cura di un bambino piccolo, dall'empatia alle cure terapeutiche, Erickson, Gardolo di Trento, 2004
J.J. Chade, Il linguaggio del bambino - lo sviluppo, le difficoltà, gli interventi -, Erickson, Gardolo di Trento, 2004

M. Bolondi, Terra di silenzi -, Zephyro Edizioni, Milano, 2008

P. Viezzer, Siamo speciali, storie per aiutare i bambini a capire alcune diversità, Gardolo di Trento, Erickson, 2009

M. Bonomi, C. Pietta, Raccontare con le parole e con le mani (volume I,II,III), Sinnos Editrice, 2008

M. Bonomi, Siate felici con il vostro bambino, Sinnos Editrice, 2008

M.A. Rossi, F. Crovetti, Pela la mela e bela, Sinnos Editrice, 2005

M.A. Rossi, F.Crovetti, Scotta, scotta, la terra è cotta, Sinnos Editrice 2008

 B. Cyrulnik, E. Malaguti, Costruire la resilienza, Erickson, Gardolo di Trento, 2005 (solo cap. 14 - 17 – 18)

·P. Baratella, E. Littamé, I diritti delle persone con disabilità, Dalla convenzione internazionale ONU alle buone pratiche, Gardolo di Trento, Erickson, 2009 (solo cap.

 

Teaching methods

The teaching method will involve lectures, exercises, group work, analysis of concrete situations, watching movies.

Assessment methods

The examination takes place through a written test with about three hours. The test requires you to answer a series of closed questions and some open. It also requires the analysis of a documentation of a profile of a child - which will be provided at the same time - and the development of a project of integration / inclusion following a track, also provided contextually.

 

The assessment will take account of the following criteria: the accuracy of the answers; understanding of the demands contained in the trace;  the correctness of the written language; reference to multiple bibliographical sources; completeness of the project and its feasibility.

 

Teaching tools

Tools: printed material, videos and technological aids.

Office hours

See the website of Patrizia Sandri

See the website of Elena Malaguti