32436 - Education and Rehabilitation

Learning outcomes

At the end of the course, students will:

know the epistemological premises to promote the social integration of disabled individuals or groups who need special education and/or live in social marginalization or exclusion, relative also to their various cultural background; know the main educational, re-educational and rehabilitation reference paradigms; know the cultural, theoretical and methodological premises to promote the social integration of disabled individuals or groups who need special education and/or live in social marginalization or exclusion; know the historical end evolutional description of the main systems of diagnostic classification; know the main models of taking care and treatment according to ecological, coevolutional and systematic perspective; know the main models and strategies to promote processes of coping, empowering, individual resilience, groups and communities to reduce discomforts reintegrating them into society; different theories, models and methodologies of treating different people suffering from various forms of distress.

Students will be able to:

create a project based on the following premises: knowing the condition of vulnerability, reduce disadvantage, exploit resources and reorganise in a positive way one's own life plan; promote processes and strategies of coping, empowering and resilience respect to different cultural and social contexts;plan and build up helping systems overcoming the charitable logic of emergency; collaborate with various charity organisations according to a multi-dimensional, multi-faceted and inter-disciplinary model; create models of intervention in synergy with other local operators; start vocational and educational training experiences as well as rehabilitation to reduce damages, to promote health; use observation, checking and evaluation tools in the intervention for re-education and rehabilitation; use the main methodologies to promote ecologic communication in individual and group interviews; organise training courses and personal or group study analysing educational, re-educational and rehabilitative processes.

Course contents

For any other clarification, it is advisable to also consult the "Didactic material" section at the linkCOURSE CONTENTS

The course aims to deepen some approaches and methodologies of the inclusive perspective, taking charge and care of situations and people in a state of vulnerability; promote coping strategies and empowerment; health promotion and prevention of hardship.

Training objectives:

1. The knowledge of the epistemological and methodological foundations for developing inclusive perspective in reference to the different cultural contexts of belonging.

In particular: investigate the connections between education and rehabilitation approach, with attention about cultural, theoretical and methodological premises.

2. The realization and definition of projects and educational and rehabilitative interventions aimed at harm reduction, the development of coping strategies and empowerment, health promotion according to an inclusive perspective.

In particular: principal theoretical, practical and methodological approaches that promot coping and empowerment processes; bulding the project of life; networking and collaboration between local service; collaboration with other professional profile; observation, documentation and verification.

The course will be structured into theoretical and planning modules

• The Statute of Special Pedagogy and its inclusive perspective and the biopsyco-social and educative model
• Educational care and taking charge, according to an ecological perspective of human development
• Methodologies and tools for the management of intervention
• The role of education in the prevention of distress
• The role of mediators
• The role of the informal netwoks and the service in the prevention of distress

Contents of educational activites

• Family, School, social context and education

• Disability, deficit, handicap, distress

• Educational intervention in problem situations

E-learning module for both attending and non-attending students

A distance module is available and obligatory for all students, with materials that supplement and clarify what has been studied in reference texts and delivered in the platform e-learning. This module in structured in e-learning, accessible with the student's own academic credentials.

For any other clarification, it is advisable to also consult the "Didactic material" section at the link

https://iol.unibo.it/course/view.php?id=31660

 

Readings/Bibliography

READINGS/BIBLIOGRAPHY

Obligatory reading for both attending and non-attending students

Basic Taxts

1. Caldin R. (a cura di), Da genitori a genitori. Esperienze e indicazioni per famiglie di bambini con deficit visivo, Erickson, Trento, 2015.

2. Approccio e studio pedagogici di un autore "classico", guidati dal docente: Freud A., Conferenze per insegnanti e genitori, Boringhieri, Torino, (1972), 1986.

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3.Caldin R., Cinotti A., Serra F. (a cura di), Disabilità, famiglie e servizi. Impegni di alleanza, esperienze di valutazione, Edizioni del Rosone, Foggia, 2017.

Teaching methods

TEACHING METHODS

The teaching method includes lessons, meeting with privileged witnesses (the calendar about meeting will be communicate with notice in the professor's website), case study, exercises.

Assessment methods

ASSESSMENT METHODS

Assessment proofs:

First essay, written after reading two basic texts:
1. Caldin R. (a cura di), Da genitori a genitori. Esperienze e indicazioni per famiglie di bambini con deficit visivo, Erickson, Trento, 2015.
2. Freud A., Conferenze per insegnanti e genitori, Boringhieri, Torino, (1972), 1986.

The essay will be 8-10 pages long (min. 20.000, max. 30.000 chars.) and may also be handed in during the exam. The essay must analyze and deepen a topic of your choice, common to the two basic texts, from a pedagogical point of view.

Second essay/project that it will done in the classroom. This second essay requires in-depth study of the 3rd text: Caldin R., Cinotti A., Serra F. (a cura di), Disabilità, famiglie e servizi. Impegni di alleanza, esperienze di valutazione, Edizioni del Rosone, Foggia, 2017.

E-learning. After saw and hear the fhaters inteviews - made by Alessia Cinotti – try to think about how can start an educational intervention that takes into account the role played by the family of the disabled person and the network working on the territory. Write yours observations into the Diary. (min. 280 words, max 300).

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The evaluation criteria are:

• consistency and completeness of the answers;
• consistency with the delivery of the platform e-learning material;
• the critical reworking of the themes treated;
• the correctness of the written language;
• the reference of the plurality of the biographical and web site sources;
• the completeness and feasibility of the project.

Teaching tools

OFFICE HOURS

See the website of Roberta Caldin [https://www.unibo.it/sitoweb/roberta.caldin/en]

Office hours

See the website of Roberta Caldin