17809 - Special Didactics and Pedagogy

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Reduced inequalities

Academic Year 2018/2019

Learning outcomes

At the end of the course the student:  knows the methodological premise to develop the inclusive perspective or integration of people with disabilities; knows the differences between deficits and handicaps, the logic of good practices and the methodological lines to set up a life project according to  Inclusive perspective; Know the key cultural and theoretical assumptions underlying the inclusive perspective; Know the main classification systems promoted by the WHO for the construction of a Life Project in relation to the original features of the person with disabilities and the context of belonging;  he/she is able to build a Life Project in synergy with the different actors of the territory; he/she is able to apply techniques and tools for evaluating interventions and educational projects aimed at people with disabilities; he she is able to use operational tools and research functional materials and documentation to know the cultural context of belonging to a person with disabilities; he/she is able to enter the workplace using the knowledge and experience acquired; he/she is able to integrate its knowledge based on regulatory changes and international guidelines.

Course contents

First module: Special Pedagogy and Legislative Instruments

The Perspective of the Special Pedagogy;

The meaning of the terms: deficit, disability, handicap.

Second module: Life Project

The conquest of autonomy

The development of a network of contextual links

The ability to use the aid.

Third module: Complex disability and educational intervention with families

Complex disability

Communication of diagnosis

Educational intervention with families.

Readings/Bibliography

Dainese R. (2016). Le sfide della Pedagogia Speciale e la didattica per l'inclusione. Milano: Franco Angeli (Cap. 1; Cap. 2).

R. Caldin, F. Serra (2011) (a cura di). Famiglie e bambini/e con disabilità complessa. Comunicazione della diagnosi, forme di sostegno, sistema integrato dei servizi. Padova: Fondazione Zancan (Parte prima e Parte seconda)

Teaching methods

Lessons, case illustration, video analysis.

Assessment methods

Oral interview about some topics from the basic texts. Criteria for evaluation:

- correctness and clarity of language;

- reference to bibliographic sources;

- the ability to connect content to personal experience.

Non-attending students, in addition to the oral test, must produce a written text of a minimum of 5000 characters (spaces excluded) of a maximum of 12,000 characters (excluding spaces) and must be delivered in copy on the day of the Examination. The evaluation of the draft will be an integral part of the final vote and will be averaged with this. The written paper to be delivered (non-attending) should consist of the analysis of a topic chosen, derived from the reference basic texts.

Teaching tools

Video projector, PC.

Office hours

See the website of Roberto Dainese