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 UDL 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.

Decembrotto L. (a cura di) (2020), Adultità fragili, fine pena e percorsi inclusivi. Teorie e pratiche di reinserimento sociale, FrancoAngeli [open access]

Guerini I. (2020), Quale inclusione? La questione dell'indipendenza abitativa per le persone con impairment intellettivo, FrancoAngeli.

Pileri A. (2024), Pensare e agire per l'inclusività. Sguardi sul profilo dell'insegnante per il sostegno (2024). Milano, FrancoAngeli (cap. 1, 2 and 4).

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 adopts a hybrid teaching model open to all students, including working students, while ensuring alignment with the objectives and content of the programme. This innovative teaching approach includes sessions structured according to the “flipped classroom” model, the analysis and discussion of national and international scientific articles, and the development of a group project work (groups of 3–4 students).

The hybrid teaching model combines in-person sessions with distance learning activities (6 hours).

At the end of the course, students will present and discuss their project work in class.

Assessment methods

The examination consists of two parts:

First assessment (40% of the final grade)

PRODUCTION OF A SHORT SCIENTIFIC ARTICLE

The article must be submitted at least one week before the exam date. Topics and guidelines for writing will be provided on the Virtual Platform. The evaluation will be based on the following criteria: appropriateness and clarity in the use of specific terminology; appropriateness of the content and critical analysis; referencing of bibliographic sources, including those identified independently.

The online sessions, designed to be accessible also for working students, will provide key elements and reflections to support the writing process.

Second assessment (60% of the final grade)

For attending students (both experimental and non-experimental)

GROUP PRESENTATION OF THE PROJECT WORK during the final session, with active participation in the analysis phase. The project work must be submitted on the Virtual Platform at least two weeks before the in-class discussion (final session). The following evaluation criteria will be applied: clarity of exposition and description; originality of the project; feasibility in terms of actions, timeline, and budget; consistency between the theoretical framework and objectives.

Assessment for non-attending students and those unable to attend the final session

DISCUSSION of the main content of the required readings and the materials uploaded on the Virtual Platform, with particular reference to the application of the course content in project design. A discussion of the first written assessment may also be required.

 

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 Anna Pileri