93491 - LABORATORIO DI PEDAGOGIA SPECIALE PER L'INCLUSIONE (B)

Learning outcomes

At the end of the workshop, the student: - will be able to apply what is addressed in the integrated course within a simulated learning environment; - will be able to reflect critically in groups on the proposed themes.

Course contents

A workshop on the teaching of conventional time is proposed for at least four reasons:

1. the temporal dimension, together with the spatial one, is the basis of all knowledge, but above all of the formation and development of the child's identity;
2. there are explicit references both in the guidelines for kindergarten and in the compulsory school programs on the need to set up educational paths that help the child to provide himself with reference points to orient himself in time (and space) and to reflect on that dimension; this is especially essential for the child with intellectual deficit who often reveals considerable difficulties with respect to these abilities;
3. temporal orientation seems to be lacking in children with intellectual disadvantages or culturally disadvantaged more than other aspects, precisely because the temporal dimension requires a representative-relational type of thinking that is more difficult to master than that required, for example, by certain types of spatial relationship;
4. from a didactic point of view, it is essential to “concretize the passage of time”, otherwise elusive to perception and linked to subjective aspects, proposing measurement activities with tools that allow the duration considered to be highlighted as objectively as possible.

Well-established studies have dealt with how much space-time factors affect the child's representative and mental development (first concepts such as screenplays or "scripts") and how school can foster representative thinking by guiding the child to a progressive "distancing" from the situation in which he is involved, urging him to tell, describe, represent his present and past experience with different languages and to foresee the future [Sigel, 1981].
It is therefore necessary to assume as a primary objective of primary education and teaching the formation of a mental habitus aimed at grasping relationships between people, things, phenomena, environments and organizing them into "narratives". The communication of these personal narratives, in addition to allowing the child to distance himself from his own lived experiences, highlighting to others the "sense" he has grasped of reality, forces him to a constant reflection, revision or clarification of the meaning itself. It is therefore not a question of soliciting only the acquisition of temporal reference points, but of forming a "consciousness of time", rich in experiences organized in cognitive elaborations endowed with meaning for the child. For this purpose, it is essential that the teacher tackles the topic in a transdisciplinary perspective and aggregates the contributions of different disciplines as organically as possible, developing his own specific program in collaboration with classmates. It is within this framework that the activities proposed within the Laboratory are placed, with the awareness that the acquisition of the temporal dimension in a broad sense is often linked to numerous difficulties of a logical and arithmetic nature, but also of an emotional and motivational. And all these aspects must be looked at before setting up a program in this regard.

Readings/Bibliography

P. Sandri, Rappresentazioni del tempo convenzionale e disabilità intellettiva lieve, Franco Angeli, Milano, 2007 (pp. 61-85 e pp. 123-163).

Teaching methods

Active teaching.

Individual and group work for the construction of water hourglasses, "microcosms", "boxes" of the day, time lines, etc. Elaboration of didactic units.

Group work; group discussions; metacognitive reflections.

Assessment methods

Each student will develop a sort of portfolio, in which he will gradually annotate his own considerations, will archive his own projects or teaching units, will produce video tutorials. The individual portfolio and the videos will constitute material for reflection together with questionnaires with open and closed questions, proposed during the course and at the end of the workshop for evaluation purposes.

The following will be evaluated: active participation in laboratory activities and working groups, collaborative attitude and return of experience in individual projects and projects produced in small groups, relevance and quality and punctuality in the delivery of the final paper .

In particular, each student will develop a sort of portfolio, in which he will gradually annotate his own considerations, will archive his own projects or teaching units, will produce video tutorials. The individual portfolio and the videos will constitute material for reflection together with questionnaires with open and closed questions, proposed during the course and at the end of the workshop for evaluation purposes.

The mark is not expressed in thirtieths but will affect the final mark of the Special Pedagogy for inclusion exam, expressed in thirtieths. The evaluation will be published on the teacher's website in the "Useful contents" section within one week from the delivery of the papers.

Evaluation goes

from "rejected", if the student has been absent for more than 4 hours or has not completed the required documents,

a -1 (in cases of insufficiency)

to 0 (in cases of sufficiency)

a + 1 (in cases of particular commitment in participating and in processing the required documentation).

The evaluation will be published on the teacher's website in the "Useful contents" section within one week from the delivery of the papers.

Teaching tools

Plastic bottles, cardboard boxes, corks, 20x30 plywood boards, clamps, screws, stopwatch, metronome, candles of various sizes, cardboard of various colors and sizes, glue, scissors, ...

Smartphone, computer, video.

Office hours

See the website of Patrizia Sandri