73375 - PEDAGOGIA SPECIALE, DELLA MARGINALITÀ E DELLA DEVIANZA

Learning outcomes

After completing the course the student: - he knows the methodological foundations for developing inclusive perspective and / or lintegration of people with disabilities, and / or those in situations of marginality and deviance; - Knows the differences between deficits and disability, the logic of good practices, participatory designing and methodological lines to set up a life plan, according to the inclusive perspective; - Know the main cultural and theoretical assumptions underlying the inclusive perspective, which limits the marginalizing situations; - Knows the reference theories of marginality and deviance; - Knows educational methodologies and tools to combat the phenomena of marginalization and deviance. He is able to use operational tools and search for functional materials and documentation to the knowledge of the cultural context of membership of the disabled person, marginal and / or deviant; - He is able to integrate their knowledge as a function of changes in regulations and international guidelines on disability, marginalization and deviance; - Knows the social and cultural facilities in the area and is able to activate them with exchanges and collaborations; - He has a communicative relationship skills both in the relationship with the individual subject in education, both in relation to groups of subjects in education; - Possess adequate skills to interact with difficult people / disabled / marginal / deviant with thoughtful and problematic attitude, as it recognizes the risks that are due to the different forms of prejudice, conditioning and social and cultural stigmatization; - He is able to generate synergies between the various educational agencies, local authorities, other reality of life context of person under his care, in order to build an institutional network and proximity, which supports the person in a situation of vulnerability and contribute to the realization of the Project of Life.

Course contents

In the 2020/21 academic year, the course includes a 42-hour module taught by Prof. Patrizia Sandri and an 6-hour module conducted by Prof. Vanna Gherardi.

The contents of the 42-hour module carried out by Patrizia Sandri are as follows:

The Special Education as Pedagogy of integration and inclusion
Terminological reflection and integration models
The project of life of people with disabilities
The design educational in the school context and outside school
Analysis of interventions for labor inclusion of disabled person
The social and cultural educator for the inclusion of people at a disadvantage, marginalization or deviance: analysis of the skills required
The educator's knowledge: the systemic-relational approach, phenomenological approch, cognitive approch
Communication and helping relationship in contexts of marginalization and deviance
Analysis of re-educational and inclusive projects.

The contents of the 6-hour module carried out by Vanna Gherardi are as follows:

• Recent normative acknowledgments
• ‘Technically-grounded extemporization’: the peculiarity of professional education, mainly in schools.
• Deciding out of ‘contextual logic’ when planning educational projects.
• The reflective practitioner and impertinent answers.
• Working with multidisciplinary teams: Communities of Practice and boundaries in Etienne Wenger-Trayner’s works.
• Projects hidden in landscape: the role of space.
• Integration projects and ‘education as a collective good’.

Readings/Bibliography

Books for attending and non-attending students - module of Patrizia Sandri:

Canevaro A., Pedagogia Speciale. La riduzione dell’handicap, Mondadori, Milano, 1999.

Bertolini, Caronia, Barone, Ragazzi difficili. Pedagogia interpretativa e linee d'intervento, Franco Angeli, Milano, 2015

FREIRE, Paulo. La pedagogia degli oppressi. Torino: Edizioni Gruppo Abele, 2011.

Books for attending and non-attending students - module of Vanna Gherardi:

• Pozzi, M., Educatori, professionisti dell’imprevedibile, Aracne editrice, Roma (in corso di pubblicazione), (in particolare si richiede l’approfondimento dei cap. 1 e 2.)
• Gherardi, V., a cura di, Spazi ed educazione, Aracne editrice, Roma, 2019 (si richiede una scelta tra i capitoli di F.Tonucci, A.Canevaro, G.Sapucci, V.Gherardi-G.Leonardi).

Teaching methods

Lecture-discussion; case study analysis; seminars and interactive exercises supported by experts.

Assessment methods

The oral and written test will require the student to complete two different tasks: answering open questions about the main concepts, and drawing simple support plans for disability, marginality, deviance cases.

Criteria for assessment:

• conceptual clarity and comprehensibility;
• theoretical pertinence
• critical analysis effectiveness
• fluidity of elaboration in connecting texts and cases

Teaching tools

Video projector

Monograph excerpts

Audiovisual documents

Sector databases and repositories

Office hours

See the website of Patrizia Sandri

See the website of Vanna Gherardi