94112 - Pedagogy of Socio-Educational Inclusion

Learning outcomes

At the end of the course the student: - recognises and identifies an epistemological and conceptual framework related to the educational work with people with disabilities; - knows the genesis of special pedagogy and recognises its main evolutions over time up to the present day; - knows operational tools and is able to search for material and documentation functional to the knowledge of the cultural context to which the person with disabilities belongs; - knows strategies and methodologies for the development of inclusive social processes as well as the main research perspectives of special pedagogy promoting active participation and independent living; - knows the main intervention models for inclusive education according to a co-evolutive, ecological and systemic perspective of people with disabilities; - knows the prerequisites for an educational alliance with families and territories in a logic of synergy between bodies and actors involved; - is able to activate synergies with local bodies and institutions, as well as with other realities of the context of life in order to build an inter-institutional network and proximity; - is able to integrate its knowledge according to the regulatory changes and international guidelines on issues related to disability; - has knowledge and skills suitable to interact with people with disabilities with a reflective and problematic attitude.

Course contents

The course proposes an in-depth study of the following contents in the light of studies, research, projects and national and international legislation:

• historical and evolutionary framework of Special Pedagogy and socio-educational perspectives;
• epistemology, principles and directions of Special Pedagogy;
• national and international regulations on school and social inclusion;
• representations, stereotypes and prejudices related to disability: analysis and deconstruction;
• the pioneers of Special Pedagogy: in-depth study of some authors;
• disability and migration: studies and research and current scientific debate;
• adolescents with complex pathologies: educational research in health care;
• co-education: the paradigm and challenges of the school-family-territory educating community;
• interpretative models of special educational needs: typologies and categorisations;
• strategies, tools, projects and research aimed at socio-educational inclusion;
• the role and inclusive competences of the educator;
• inclusion and exclusion variables in socio-educational interactions: analysis of intersubjective exchanges through video-microanalysis applied in different contexts.

Readings/Bibliography

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

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

Pileri A (2018), Disabilità e Migrazione. Interazioni e processi d’inclusione nei nidi di Parigi, Padova, Libreriauniversitaria.it, Collana Contemporanea.

In addition, scientific articles will be provided for the deepening of certain course topics.

Teaching methods

Alongside face-to-face teaching, there will be alternating active moments that will allow sharing, identifying and learning pedagogical intervention methods. The activities will be proposed through a structured sequence of analogical and metaphorical actions including the use of video-microanalysis.

As part of the degree Course's innovative didactic proposal, the course adheres to the hybrid model didactic approach and envisages a proportion (70%) of face-to-face lectures and a proportion (30%) of blended learning.

The lessons in the virtual classroom (on TEAMS platform) imply the active participation of the students who wish to attend them (with the camera switched on). This is not remote teaching, but an innovative hybrid mode that also involves some meetings developed according to the ‘flipped learning’ approach, analysis and discussion of national and international scientific articles, discussion of topics contained in the texts, group work.
Face-to-face lectures: alongside traditional lectures, there will be active moments that allow for sharing, identifying, and learning pedagogical intervention methods.

A situated lesson is planned, i.e. with an educational visit to one or more social-rehabilitation services in the area.

Assessment methods

The exam will be held in oral form

Criteria for assessing the exam:

• appropriateness and clarity in the use of specific terminology;
• appropriateness of the content covered;
• originality in the argumentation of the topics exposed;
• reference to bibliographical sources.

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 exams will always take place via the Alma Esami application.

Teaching tools

The lectures will be conducted by using the main technological tools: power point, video, together with the analysis of documents.

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 aims.

Office hours

See the website of Anna Pileri