96556 - Special Pedagogy and Didactis

Learning outcomes

At the end of the course the student: knows the methodological premise to develop the inclusive perspective or integration of people with disabilities; knows the differences between deficits and handicaps, the logic of good practices and the methodological lines to set up a life project according to Inclusive perspective; Know the key cultural and theoretical assumptions underlying the inclusive perspective; Know the main classification systems promoted by the WHO for the construction of a Life Project in relation to the original features of the person with disabilities and the context of belonging; he/she is able to build a Life Project in synergy with the different actors of the territory; he/she is able to apply techniques and tools for evaluating interventions and educational projects aimed at people with disabilities; he she is able to use operational tools and research functional materials and documentation to know the cultural context of belonging to a person with disabilities; he/she is able to enter the workplace using the knowledge and experience acquired; he/she is able to integrate its knowledge based on regulatory changes and international guidelines.

Course contents

The course proposes:

- To acquire theoretical paradigms, models and methodologies about the inclusive perspective

- To reflect around the definition of multifactorial and multidimensional models for taking care and care of situations, pupils / students experiencing disability, vulnerability, marginality and deviance.

First module - The (current) perspectives of Special Pedagogy

• Special Pedagogy and its humanistic perspective
• Interpretative models of the disability
• The International Classification of Functioning, Disability and Health (ICF)

Second module: School Inclusion and Life Project

• School inclusion, teaching and Life Project
• The conquest of autonomy
• The development of a network of contextual links
• The ability to use the aid.

Third module: Complex disability and educational intervention with families

• Communication of diagnosis
• The alliance with the family

Readings/Bibliography

Dainese R. (2016). Le sfide della Pedagogia Speciale e la didattica per l'inclusione. Milano: Franco Angeli (chapters 1, 2, 3).

R. Caldin, F. Serra (2011) (a cura di). Famiglie e bambini/e con disabilità complessa. Comunicazione della diagnosi, forme di sostegno, sistema integrato dei servizi. Padova: Fondazione Zancan (Part one and part two)

Ministero della Salute, LINEE GUIDA PER LA REDAZIONE DELLA CERTIFICAZIONE DI DISABILITÀ IN ETÀ EVOLUTIVA [...] (2022)

Teaching methods

Lessons, case illustration, video analysis.

Assessment methods

The exam takes place through a written exam on some topics taken from the basic reference texts:

- correctness and clarity of language;

- reference to bibliographic sources;

- the ability to connect content to personal experience.

30 with Distinction (Cum Laude)
Exceptional work demonstrating full mastery of content, critical thinking, and originality. Language is rich, precise, and well-structured. Sources are used critically and independently. Personal reflections are deep, meaningful, and well integrated with theoretical content.

Excellent (30–28)
Very strong performance, showing clear understanding and sound structure. Language is accurate and fluent. Bibliographic sources are used appropriately and effectively. Personal insights are relevant and thoughtfully connected to the topic.

Good (27–24)
Solid work with some minor weaknesses. Language is generally correct and clear. Sources are referenced but not always fully developed. Personal reflections are present but may lack depth or integration.

Sufficient (23–18)
Acceptable performance with noticeable gaps. Language may be simplistic or occasionally unclear. Use of sources is generic or limited. Personal reflection is minimal or not clearly connected to the subject matter.

Insufficient (<18)
Inadequate performance with serious shortcomings. Language is flawed or difficult to follow. Sources are missing or misused. No relevant personal reflection is provided.

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives.

https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

Teaching tools

Video projector, PC.

Office hours

See the website of Roberto Dainese