94341 - Scientific Museums and Inclusive Teaching Paths

Learning outcomes

At the end of the course the student: - knows principals cultural and theorical presuppositions of inclusive perspective; - knows methodological presuppositions for develope the inclusive perspective and the integration abuot disabled people; - knows differents between deficit and handicap and knows the methodological lines for design a life’s project with the inclusive perspective; -knows the principal sistems of classification promoted by OMS for the costruction a life project, that takes into account the charateristic 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 istruments for take information about original cultural context of people with disabilities; - is able to build a 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 projesct that involves person with disabilities, family, school, local services for realize a life project; - is able to enter the world of work, using nowledges 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:

- To acquire theoretical paradigms, models and methodologies about the inclusive perspective

- To reflect around the definition of multifactorial and multidimensional models for taking care and care of situations, pupils / students experiencing disability, vulnerability, marginality and deviance.

Work develops from concrete experiences and from some testimonies related to the following areas:

- disability and the processes of inclusion (school and society);

- the difficulty of learning and the processes of inclusion (school and society);

- social desease and the processes of inclusion (school and society);

- science museums and people with disabilities:

- Universal Design for Learning

Readings/Bibliography

TRE testi di base obbligatori (per studenti frequentanti e non frequentanti):

1) Dainese R. (2016). Le sfide della Pedagogia Speciale e la Didattica per l'inclusione.Milano: FrancoAngeli

2) Dainese R. (a cura di) (2019). La rete di relazioni a sostegno della Didattica per l’inclusione. Milano: FrancoAngeli

3) Dainese R. (2018), Beni culturali e cittadini con disabilità: partecipare e fruire. In Panciroli Chiara (a cura di), Educare nella città, Milano: FrancoAngeli

One book of your choice:

1) Serra F., Tartaglia F., Venuti S. (2017), Operatori mussali e disabilità. Roma: Carocci

2) Luigi d'Alonzo (a cura di) (2021), Vite reali. La disabilità tra destino e destinazione, Milano-Torino: Pearson

STUDENTS IN ERASMUS

We recommend these texts:

Dainese R. (a cura di) (2019). La rete di relazioni a sostegno della Didattica per l’inclusione. Milano: FrancoAngeli

3) Dainese R. (2018), Beni culturali e cittadini con disabilità: partecipare e fruire. In Panciroli Chiara (a cura di), Educare nella città, Milano: FrancoAngeli

Teaching methods

Lessons, video analysis. The course is developed through an active and participatory methodology.

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.

Teaching tools

PC, projector

Office hours

See the website of Roberto Dainese