73216 - PEDAGOGIA DELL'INCLUSIONE PER IL PROGETTO DI VITA

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 cycle of life and disability.
- The identity processes and social inclusion.
- The educational processes and care practises.

The contents will develop with the studing of texts, but with also direct and specific seminars testimonies.
A mandatory distance module, e-learning platform, for attending and non-attending students
It is provided and binding for all students, remote modul, with materials that supplement and clarify what has been studied in reference texts and delivered as a platform e-learning, by logging in with their academic credentials.

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

https://iol.unibo.it/course/view.php?id=31661

Readings/Bibliography

Obbligatori texts for all students, attending and non attending

Basic texts:

1. Canevaro A., Nascere fragili. Processi educativi e pratiche di cura, EDB, Bologna, 2015.

2. Analisi e studio pedagogici di un autore "classico", guidati dal docente: Erikson E.H., I cicli della vita. continuità e mutamento, Armando, Roma, 1982, 1984.

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3. Friso V., Disabilità, rappresentazioni sociali e inserimento lavorativo. Percorsi identitari, nuove progettualità., Milano, Guerini e Associati, 2017.

Teaching methods

The teaching method includes lessons, meeting with privileged witnesses (the calendar about meeting will be comunicate with notice in the professor's web site), iillustrations of cases, ecercises.

The methodology of the course consists of an alternation of theoretical and experiential moments, group and individual work, along with watching movies, and / or documents and filmic. As stated above, will be the meeting with key informants who have known / studied the conditions of vulnerability , disability and social disadvantage.

Assessment methods

Assessment methods

Testing and evaluation rubric

The assessment tests are made:

• First script, written after reading basic texts:

1.Canevaro A., Nascere fragili. Processi educativi e pratiche di cura, EDB, Bologna, 2015.

2. Analisi e studio pedagogici di un autore "classico", guidati dal docente: Erikson E.H., I cicli della vita. continuità e mutamento, Armando, Roma, 1982, 1984.

Script must be 8-10 pags (min. 20.000, max. 30.000) and must be give during the exame. The script must analyze and deepen a topic of your choice, common to the two basic texts, from a pedagogical point of view

• Second script /project that it will done in the classroom:

  This second script requires in-depth study of the 3rd text: Friso V., Disabilità, rappresentazioni sociali e inserimento lavorativo. Percorsi identitari, nuove progettualità., Milano, Guerini e Associati, 2017.

• E-learning exercise
  [ https://elearning-cds.unibo. it/course/view.php?id=8944 ]
  After saw and hear the integral inteviews to Raphael Decerf, try to describe - reworking critically - how it changed the public perception of disability and how this change may help to boost a social role (and working) for people with disabilities. Write thiese observations in to the Diary. max 300 words).This exercise will have an assessment of suitability or non-suitability and must be carried out on the e-learning platform (not in the classroom) before the classroom test; the exercise has an individual commitment of about 6 hours.

  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;
• Reference to multiple bibliographical sources and sitografiche, completeness and feasibility of the project.

Is required the registration to the newsletter [http://www.mela.scedu.unibo.it/] of MELA, the audiovisual production workshop of the Department of Education. You will be updated on the new video products.

Teaching tools

Web siteRoberta Caldin

https://www.unibo.it/sitoweb/roberta.caldin/

e-mail:

roberta.caldin@unibo.it

Office hours

See the website of Roberta Caldin