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 general objective of the course is to provide an understanding of the conceptual framework of Special Pedagogy from the epistemology and history of the discipline itself, with some references to the development of the Pedagogy of inclusion in contrast to situations of marginality.

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 contents concern:
the evolution of the regulatory framework in Italy and Europe on the social inclusion of people with disabilities;
Knowledge of the epistemological and methodological premises to develop the inclusive perspective also with reference to the different cultural contexts of belonging.
The knowledge of the cultural, theoretical and methodological premises to promote the social inclusion of people and groups with disabilities and/or living in situations of marginality and social exclusion.
the main theoretical and operational approaches that promote processes of reduction of discomfort and social reintegration of adults, in particular through employment
main theoretical and methodological elements aimed at the design and management of the inclusive intervention; the construction of the life project; the networking; the care work and the interweaving with other professional profiles.
The contents will be addressed by following the reference bibliography of the course and through the presentation of the main studies and research on the proposed topics.
.

Readings/Bibliography

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

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

G. Santarelli (2020) a cura di. Pedagogia istituzionale. Dalle origini all’attualità, Foggia: Edizioni del Rosone. (solo alcuni capitoli, da definire)

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

In addition, slides, articles and teaching materials will be provided and made available on the course website.

---------
Optional in-depth texts:

Luca Decembrotto (2020), Adultità fragili, fine pena e percorsi inclusivi. Teorie e pratiche di reinserimento sociale, Milano, FrancoAngeli. Open access with Creative Commons (CC-BY-NC-ND 4.0).

Friso Valeria (2017). Disabilità, rappresentazioni sociali e inserimento lavorativo. Percorsi identitari, nuove progettualità, Milano, Guerini e Associati.

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

 

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

The lessons will be carried out through the use of the main technological tools (power point, video...) together with the analysis of documents.

Office hours

See the website of Luca Decembrotto

See the website of Giuliana Santarelli