32436 - Education and Rehabilitation

Learning outcomes

At the end of the course the student: - knows the epistemological assumptions of reference to develop the inclusive perspective also with regard to the different cultural contexts of belonging; - knows the main paradigms of educational, re-educational and rehabilitative reference; - knows the cultural, theoretical and methodological premises to promote the social inclusion of people and groups with disabilities, with special educational needs and / or living in situations of marginality and social exclusion; - knows the historical and evolutionary reference framework related to the main diagnostic classification systems; - knows the main models of reference for taking charge and care from a co-evolutionary, ecological and systemic perspective; - knows the main models and strategies to promote processes of coping, empowerment, individual resilience, group and community aimed at reducing discomfort and social reintegration; - knows different theories, models and methods of intervention in relation to different types of users; - is able to build a project based on the following assumption: know the condition of vulnerability, reduce disadvantages, enhance resources and reorganize in a positive way the project of life; - is able to build relationships of help aimed at promoting processes and strategies of coping, empowerment and resilience in relation to different cultural affiliations and origins; - is able to design and build systems of help according to a perspective of overcoming the logic of emergency and welfare; - is able to operate and interact with the different professions of help according to a multidimensional model, multifactorial and interdisciplinary; - is able to build models of intervention in synergy with the other actors of the territory; - is able to build training paths of education and rehabilitation aimed at harm reduction and health promotion; - is able to use tools for the observation, verification and evaluation of rehabilitation and rehabilitation interventions; - is able to use the main methodologies to promote ecological communication for the management of individual and group interviews; - is able to start training paths and personal and group deepening aimed at the processes of education, re-education and rehabilitation.

Course contents

The course (structured in two integrated modules) addresses the main theoretical approaches and implementation methodologies related to the inclusive perspective for individuals experiencing conditions of vulnerability, with the aim of promoting an inclusive culture within life contexts. Particular attention will be given to the analysis of interventions targeting individuals with disabilities and those deprived of liberty.

The programme covers the following topics:

• Inclusive principles and paradigms: analysis of socio-cultural contexts and the design of interventions consistent with theoretical frameworks;
• Special educational needs: definitions and evaluation of individualized or personalized educational planning;
• Variables of inclusion and exclusion: the risks of categorisation and the related challenges;
• Inclusive competences: analysis and contextualisation of proactive competences within intervention planning;
• Designing from an ICF and UD perspective: adopting a biopsychosocial and universal approach;
• Analysis of national and international research projects: identification of best practices;
• Introduction to concepts of marginalisation and social exclusion;
• Educational intervention in problematic situations: life planning and the transition beyond an assistance-based perspective through educational, re-educational, and rehabilitative paradigms;
• Analysis of projects targeting individuals with disabilities and individuals in conditions of deprivation of liberty.

Please note: A foundational understanding of Special Pedagogy (historical and developmental framework, key theoretical concepts) is essential for comprehending the course content. Materials to review these foundational topics are available on the Virtual Platform.

Readings/Bibliography

The books are in Italian. Contact the teachers to find alternatives.

Natascia Curto, Daniela Gariglio (2024). I fondamentali per la progettazione personalizzata e partecipata. Guida pratica per lavorare nella cornice dei diritti. Erickson.

DEWEY J. Democrazia e educazione. Una introduzione alla filosofia dell’educazione. A cura di Giuseppe Spadafora Anicia edizioni, 2018 (capitolo 1 e 2 pp.97-121; cap. 7 pp.183-202; cap. 11 pp.245-258)

Required scientific articles (see on Virtuale)

Recommended supplementary text for reviewing the fundamentals of Special Pedagogy

Caldin R. (a cura di) (2020), Pedagogia speciale e didattica speciale /1. Le origini, lo stato dell'arte, gli scenari futuri, Erickson (cap. 1, 2 and 3).

Teaching methods

The course methodology combines theoretical instruction with experiential learning activities, including group work.

The course is delivered using an open hybrid teaching model, designed to accommodate all students, including those who are employed. The online component is intended to support students in the development of a group project (3–4 students per group) and consists of two 2-hour sessions.

At the end of the course, each group will present its project work in class, followed by a discussion and feedback session.

Assessment methods

Assessment methods differ for attending and non-attending students.

 

Assessment for attending students

Students will be assessed through a group presentation of their project work during the final class session, together with active participation in the project analysis phase.

The project work must be uploaded to the Virtuale platform at least two weeks before the in-class presentation and discussion (final class session).

Assessment will be based on the following criteria:

• clarity and effectiveness of the presentation;

• originality of the project;

• feasibility and sustainability of the proposed actions, timeline, and budget;

• coherence between the theoretical framework and the project objectives.

Please note: attendance at the final class session is mandatory for this assessment.

 

Assessment for non-attending students

Non-attending students will take an oral examination covering the course contents, based on the required readings and the materials available on the Virtuale platform, with particular emphasis on the application of the course concepts to project design.

 

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. 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, considering the teaching objectives.

Teaching tools

The innovative teaching method includes some lessons divided for groups held at a distance on Teams.

Office hours

See the website of Luca Decembrotto

See the website of Valeria Friso