32436 - Education and Rehabilitation

Learning outcomes

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

Course contents

The course aims to investigate and reflect on the main theoretical approaches and methodologies of the inclusive perspective, with particular reference to people living in vulnerable conditions in order to promote an inclusive culture, health promotion and prevention of discomfort.

The training objectives are:

1. Knowledge of the epistemological and methodological premises to develop the inclusive perspective, in reference to the different cultural contexts to which they belong also.
2. The realization and definition of educational and rehabilitative projects and interventions aimed at harm reduction and health promotion according to an inclusive perspective.

 

The contents concern:

• Special education (statute and epistemological assumptions, historical and evolutionary reference framework relating to the main classification systems)
• the inclusive approach (cultural, theoretical and methodological premises to promote the social inclusion of people and groups in relation to the reference contexts)
• the territorial network (reference models for taking charge, accompaniment, help and care relationships according to a co-evolutionary and systemic perspective; intervention models in synergy with the actors and institutions of the territory)
• the "life plan" (life plan and work placement for overcoming the prospect of emergency and assistance)
• the design of inclusive educational interventions and their governance (development of coping and empowerment strategies, role of mediators, social sharing and coping strategies, emotional involvement)
• the inclusive approach in contexts of deprivation of liberty (marginality, education and inclusion; historical, cultural and theoretical premises of the intervention aimed at inmates; strategies for social reintegration and planning beyond prison)

Readings/Bibliography

The reference texts are the same for students who attend and do not attend

Canevaro A. (2006). Le logiche del confine e del sentiero. Una pedagogia dell'inclusione (per tutti, disabili, inclusi), Erickson, Trento.

Decembrotto L. (2019), Marginalità vissute tra carcere e strada. Analisi, sfide, idee per una progettazione educativa oltre la detenzione, Napoli, Liguori.

Lepri C. (a cura di) (2016), La persona al centro. Autodeterminazione, autonomia, adultità per le persone disabili, Milano: Franco Angeli.

Santarelli G. (2020) Pedagogia Istituzionale. Dalle origini all’attualità. Bologna: BUP. (Prefazione pp 11-18; introduzione pp 19-29; Francois Tosquelles pp. 83-104) Open access https://buponline.com/prodotto/pedagogia-istituzionale/

 

In addition, teaching resources will be available on virtual university space (Virtuale).

Optional in-depth texts

Besio S., Caldin R. (2019). La pedagogia speciale in dialogo con altre discipline. Intersezioni, ibridazioni e alfabeti possibili, Milano, Edizioni Guerini.

Cinotti A. (2021). Sorelle e fratelli nella disabilità. Dimensioni esistenziali e scenari educativi. Brescia: Morcelliana editrice.

Decembrotto L. (a cura di) (2020), Adultità fragili, fine pena e percorsi inclusivi. Teorie e pratiche di reinserimento sociale, Milano, FrancoAngeli. Testo in open access http://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/509

 

Teaching methods

Traditional teaching methods will be alternated with active methods that will allow learning in the presence of pedagogical intervention methods. The activities will be proposed through a structured sequence of analogical and metaphorical actions ensuring a suitable environment for experiential learning.

Assessment methods

The examination test is an oral interview aimed at recording the knowledge acquired in individual study.

The mark is in thirtieths.

Teaching tools

Video projector, blackboard, Internet.

Office hours

See the website of Luca Decembrotto

See the website of Giuliana Santarelli