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 proposes an in-depth study of the following contents in the light of national and international research project, studies and legislative references.

international project experiences, studies, research and regulations:

• the historical and evolutionary framework of Special Pedagogy and perspectives;
• representations, stereotypes and prejudices related to disability: analysis and deconstruction;
• interpretative models of special educational needs: typologies and categorisations;
• in-depth study of some pioneering authors of Special Pedagogy;
• reference regulations for school and social inclusion;
• disability and migration: studies and research and current scientific debate;
• adolescents with invisible complex pathologies;
• co-education and inclusion: the paradigm and challenges of the educating community;
• Teacher competences for inclusiveness;
• strategies, tools, projects and research aimed to inclusion.

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, scholarly articles will be provided for in-depth study of some topics of the course.

Teaching methods

The teaching will take place entirely online (Online teaching following DM No. 1835 of 6-12-2024 ).

Lessons in the virtual classroom (TEAMS) involve the active participation of students who wish to attend them (with the camera switched on). This is an innovative hybrid teaching method, which also involves meetings developed according to the “flipped learning” logic, analysis and discussion of national and international scientific articles, discussion of topics contained in the texts.

Assessment methods

The examination will be conducted 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.

It will be possible to assess the award of honours in cases where, in addition to meeting the criteria indicated, there is the ability to go into depth and make connections between the main topics covered.

Students with special needs: please contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible so that acceptable adaptations can be proposed. Requests for adaptations must be submitted in advance (15 days before the examination date) to the teacher, who will assess the suitability of the adaptations, taking into account the teaching objectives.

Registration for the tests will always take place via the Alma Esami application.

Teaching tools

The lessons will be conducted through the use of 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 objectives.

Office hours

See the website of Anna Pileri