32436 - Education and Rehabilitation

Course Unit Page

SDGs

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

Good health and well-being Decent work and economic growth Reduced inequalities Peace, justice and strong institutions

Academic Year 2021/2022

Learning outcomes

At the end of the course the student: - knows the epistemological reference assumptions to develop the inclusive perspective also with regard to the different cultural contexts of belonging; - knows the main educational, re-educational and rehabilitative reference paradigms; - 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 situations of marginality and social exclusion; - knows the historical and evolutionary reference framework related to the main diagnostic classification systems; - knows the main reference models of care and treatment according to a co-evolutive, ecological and systemic perspective; - knows the main models and strategies to promote processes of coping, empowerment, individual, group and community resilience aimed at reducing discomfort and social reintegration; - knows different theories, models and methods of intervention in reference to different types of users; - is able to build a project based on the following assumption: it knows the condition of vulnerability, reduce disadvantages, enhance resources and reorganize in a positive way the life project; - it is able to build aid relationships aimed at promoting processes and strategies of coping, empowerment and resilience in relation to different cultural and origin belonging; - it is able to design and build aid systems according to a perspective of overcoming the logic of emergency and welfare; - it is able to operate and interact with different professions of aid according to a multidimensional, multifactorial and interdisciplinary model; - is able to build models of intervention in synergy with the other actors of the territory; - is able to build training courses 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 launch training courses and personal and group deepening aimed at educational, re-educational and rehabilitation processes.

Course contents

The 2 modules (Roberta Caldin and Valeria Friso) have designed and organized the teaching course as a "unicum", continuous and coherent. In this sense, the teachers indicate a single program (valid for both modules) and will take a single exam.

The course aims to investigate and reflect on the main theoretical approaches and methodologies of inclusive perspective, care and treatment of situations and people living in vulnerable conditions; to initiate coping and empowerment strategies, in order to promote an inclusive culture, health promotion and prevention of discomfort, in relation to the contexts of reference.

The training objectives are:
1. The knowledge of the epistemological and methodological premises to develop the inclusive perspective also in relation to the different cultural contexts of belonging.
Specifically: main reference approaches and interweaving between the dimension of education and rehabilitation; cultural, theoretical and methodological premises to promote the social inclusion of people and groups with disabilities and/or who live situations of marginality and social exclusion; educational care and taking charge according to a co-evolutive, ecological and systemic perspective.

2. The implementation and definition of projects and educational and re-educational interventions aimed at harm reduction, development of coping and empowerment strategies, health promotion from an inclusive perspective.
Specifically: the main theoretical and operational approaches that promote coping and empowerment processes, aimed at reducing discomfort and social reintegration; the main theoretical and methodological elements aimed at the design and management of the inclusive intervention; the construction of the life project; networking and collaboration between local services (public and private); care work and networking with other professional profiles; observation, documentation and verification.

The course will be divided into theoretical and design modules

the Statute of Special Pedagogy, the inclusive perspective and the biopsychosocial and educational model;
educational care and care, according to an ecological perspective of human development;
methodologies and tools for the management of the intervention;
role of education in the prevention of discomfort;
the role of mediators;
role of the informal network and services in the prevention of discomfort;
design and management of the educational and rehabilitation intervention.
Content of the training activity

Family, school, social context and education.
Disability, deficit, handicap, discomfort.
Educational intervention in problematic situations.

Translated with www.DeepL.com/Translator (free version)

Readings/Bibliography

BASIC TEXTS

S. BESIO, R. CALDIN (a cura di), La pedagogia Speciale in dialogo con altre discipline. Intersezioni, ibridazioni e alfabeti possibili, Guerini, Milano, 2019 (parti da studiare: da pp.21 a pp.66; da pp.151 a pp.175; da pp.219 a pp.243; da pp.315 a pp.325).

DEWEY J. Democrazia e educazione. Una introduzione alla filosofia dell’educazione. A cura di Giuseppe Spadafora Anicia edizioni, 2018 (capitolo 1 e 2 pp.97-121; cap. 7 pp.183-202; cap. 11 pp.245-258)

Teaching methods


The teaching method will involve lectures, meetings with privileged witnesses (the calendar of which will be communicated through a notice on the teacher's website), illustration of cases, exercises.

The methodology of the course includes an alternation of theoretical and experiential moments, group and individual work, together with the viewing of films and/or film documents and, as mentioned above, the meeting with privileged witnesses who have known/studied the conditions of vulnerability, disability and social discomfort.

Assessment methods

The 2 modules (Teachers: Roberta Caldin and Valeria Friso) have designed and organized the teaching course as a "unicum", continuous and coherent. In this sense, the teachers indicate a single program (valid for both modules) and will take a single exam, which is explained below.



The assessment tests are constituted:

  • one elaborate/project that will take place in the classroom. This elaboration requires an in-depth study of the texts Each student/student will be given a trace to follow in order to draw up this elaboration/project. The test will last 1 hour and will have open answers (max.10). Since the test will be argumentative and not summary, it will be possible to consult the reference texts and your own notes during the exam.
  • from the exercise/delivery in the IOL space: "After having seen and listened to the interview with Carlo Lepri, try to reflect on how an educational intervention can start, taking into account the need to work for the reduction of the "false" social representations of the person with disabilities. Write these observations in the Diary (min. 280 words, max. 300). This exercise will have a suitability or non-suitability assessment and must be carried out in an e-learning platform (NOT in the classroom) before the classroom test; the exercise has an individual commitment of about 6 hours.
    The final grade of the exam (max 30 cum laude) will be the sum of the tests and the average of them.

To take the exam, students must register on AlmaEsami.

The evaluation criteria are as follows:

  • congruence and completeness of answers;
  • consistency with the delivery of the e-learning platform material;
  • the critical re-elaboration of the topics covered;
  • the correctness of the written language;
  • the reference to the plurality of bibliographic and sitographic sources, the completeness and feasibility of the project.

Office hours

See the website of Valeria Friso

See the website of Roberta Caldin