73375 - PEDAGOGIA SPECIALE, DELLA MARGINALITÀ E DELLA DEVIANZA

Learning outcomes

At the end of the course the student:

• knows the methodological premises to develop the inclusive perspective and / or the integration of people with disabilities, and / or those in situations of marginality and deviance;
• knows the differences between deficit and handicap, the logic of good practices, participatory planning and the methodological lines to set up a life project, according to the inclusive perspective; - knows the main cultural and theoretical assumptions underlying the inclusive perspective, which limits the marginalizing dimensions;
• knows the reference theories related to marginality and deviance;
• knows methodologies and educational tools to counteract the phenomena of marginality and deviance;
• is able to use operational tools and search for material and documentation functional to the knowledge of the cultural context to which the person with disabilities or in a situation of marginality and / or deviance belongs;
• is able to integrate its knowledge according to regulatory changes and international guidelines on disability, marginality and deviance;
• knows the social and cultural structures present in the area and is able to activate exchanges and collaborations with them;
• has communicative relationship skills both in the relationship with the individual subject in education, and in the relationship with groups of subjects in education;
• possesses adequate knowledge and skills to interact with "difficult" people, with disabilities, in situations of marginality and / or deviance with a reflective and problematic attitude, since it recognizes the risks that are consequent to the different forms of prejudice, conditioning and social and cultural stigmatization;
• is able to activate synergies between the different educational agencies, the local EELL of the territory, other realities of the life context of the person he deals with, in order to build an interinstitutional and proximity network, which supports the person in a situation of vulnerability and which contributes to the realization of the Life Project.

Course contents

• Special Pedagogy understood as Pedagogy of complex organizations
• Terminological reflection and reference integration/inclusion models
• The life project of the person with disabilities
• The design of educational paths in school and extracurricular contexts
• Analysis of interventions for the work inclusion of disabled children
• The social and cultural educator for the inclusion of people in situations of disadvantage, marginality and deviance: analysis of the required skills
• The knowledge of the educator: systemic-relational, phenomenological, cognitive approach
• Communication and the helping relationship in contexts of marginality and deviance
• Analysis of re-educational and inclusive projects.

Readings/Bibliography

Texts for attending and non-attending students

Lascioli, A. e Pasqualotto L (2021). Progetto individuale, vita adulta e disabilità. Prospettive e strumenti su base ICF, Carocci, Roma.

Bertolini, P., Caronia, L., Barone, P. (2015). Ragazzi difficili. Pedagogia interpretativa e linee d'intervento, Milano: Franco Angeli.

Freire, P. (2011). La pedagogia degli oppressi. Torino: Edizioni Gruppo Abele.

Material uploaded to VIRTUAL.

Teaching methods

Frontal lesson; illustrations of "cases" with discussion in small groups; reports from students; seminars conducted by experts in the field; Tutorials.

Assessment methods

The verification method will be oral.

With regard to evaluation, the following will be considered:

1. conceptual and expository clarity;

2. the ability to critically rework what has been studied;

3. the ability to make motivated links between theoretical aspects and educational and didactic interventions.

Teaching tools

Video projector; VIRTUAL platform

Office hours

See the website of Patrizia Sandri