B2359 - PEDAGOGIA E DIDATTICA SPECIALE NEI CONTESTI DI APPRENDIMENTO

Learning outcomes

At the end of the course the student: - knows the main cultural and theorical presuppositions of inclusive perspective; - knows methodological presuppositions for developing the inclusive perspective and the integration about disabled people; - knows the difference between deficit and handicap and knows the methodological lines for design a life’s project with the inclusive perspective; -knows the principal systems of classification promoted by OMS for the construction a life project, that takes into account the characteristic of disable person and the context of belonging, starting about family; - knows the current educational approaches useful for promoting size independent living, autonomy and 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 using different instruments for take information about original cultural context of people with disabilities; - is able to build an inclusive project recognizing the special needs and problem situations and working through a network of other professionals and all the local services; - is able to design a project that involves person with disabilities, family, school, local services for realize a life project; - is able to enter the world of work, using knowledge and theories acquired; - is able to integrate their knowledge as a function of changes in regulations and international guidelines; - is able to doing a documentation of educational experiences that refers to various institutional clients, families and services.

Course contents

The course aims to explore the following topics in depth, drawing on studies, national and international research, and relevant legislation:

• the historical and developmental context of Special Education
• and current perspectives on inclusion;
• perceptions, stereotypes and prejudices relating to disability:analysis and deconstruction;
• interpretative models of special educational needs;
• an in-depth look at some pioneering authors in Special Education;
• key legislation on educational and social inclusion;
• inclusive strategies, tools and paradigms in learning contexts;
• disability and migration: studies, research and current scientific debate;
• adolescents with invisible complex pathologies;
• co-education and partnerships: paradigms and challenges for the educational community;
• Teachers’ skills for inclusivity.

Readings/Bibliography

Pileri A. (2024), Thinking and acting inclusiveness. Sguardi sul profilo dell'insegnante per il sostegno. Milan, FrancoAngeli (Chapters 1 and 2).

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

Dainese R. (2016), Le sfide della Pedagogia Speciale e la Didattica per l'inclusione, Milan, FrancoAngeli (chapters 2 and 3).

In addition, to explore certain topics covered in the course in greater depth, open-access scientific materials and open access articles will be made available on the e-learning platform Virtuale.

Teaching methods

The course will be delivered entirely online (online teaching in accordance with Ministerial Decree No. 1835 of 6 December 2024).

Lessons in the virtual classroom (TEAMS) require the active participation of students who wish to attend (with their cameras switched on). This is an innovative hybrid teaching method, which also includes sessions based on the ‘flipped learning’ approach, analysis and discussion of national and international scientific articles, and discussion of topics covered in the course materials.

Assessment methods

The exam will be in oral form

Criteria for examination assessment:

appropriateness and clarity in the use of specific terminology;

appropriateness of the content covered;

reference to bibliographical sources.

Final mark scale:
knowledge of a very limited number of topics covered in the course and an analytical ability that is evident only with the help of the
lecturer; expression in generally correct language → 18–19;
knowledge of a limited number of topics covered in the course and the ability to analyse independently only purely
practical issues; expression in correct language → 20–24;
Knowledge of a wide range of topics covered in the course, ability to make independent critical analyses, and mastery
of specific terminology → 25–29;
Substantially comprehensive knowledge of the topics covered in the course, ability to make independent critical analyses and
draw connections, full mastery of specific terminology and ability to present a coherent argument → 30.

Honours may be awarded in cases where, in addition to compliance with the above criteria, students are able to go into detail and make connections between the main topics.

International students may choose to do the exam in English or French.
Registration for the exam will always take place via the Alma Esami application.

Teaching tools

The lessons will be conducted using the main technological tools: PowerPoint, videos, and the analysis of documents.

Students with disability or other special needs: please contact the relevant University office in advance (https://site.unibo.it/studenti-con-disabilita-e-dsa/it). The University Service will be responsible for proposing any necessary adjustments to the students concerned; these must, however, be submitted for the lecturer’s approval 15 days in advance, and the lecturer will assess their suitability in relation to the course’s learning objectives.

Office hours

See the website of Anna Pileri