93491 - Special Pedagogy Workshop for Inclusion (C)

Learning outcomes

Deafness, Deaf-blindness and multi-disability: communication, autonomy and inclusion

The main purpose of these laboratory activities is to broaden the knowledge and the skills related to hearing disability, deaf-blindness, multi-disability, as well as the subsequent communication handicap, in order to study how to improve deaf students’ inclusion at school and inside the society.

Course contents

 

• Epidemiology and etiology

• Diagnosis and deafness prosthesis

• Communication systems in case of deafness or deaf-blindness

• Language acquisition in case of deafness or deaf-blindness

• Italian language, LIS (Italian sign language) and tactile LIS by comparison

• Learnig basic forms of LIS and tactile LIS

• Hints on how to guide a deaf-blid persons

• Programming the intervention of inprove verbal skills

  Competence:

  - phonological

  - lexical

  - morphological

  - syntactical

• Didactic programming for deafness and deaf-blindness students according to the ICF

• Case analysis

• Practical training

 

 

Readings/Bibliography

Organizzazione Mondiale della sanità (2007) (a cura di) ICF-CY: Classificazione internazionale del funzionamento, della disabilità e della salute. Versine per bambini e adolescenti. Trento: Erickson

Dainese R. (2016) Le sfide della pedagogia speciale e la didattica per l’inclusione. Milano: Franco Angeli

Zani B., Ricci Bitti P. E. (2002) La comunicazione come processo sociale. Bologna: Il Mulino (Parte Prima e Parte Seconda)

Camaioni L., Di Blasio P. (2007) Psicologia dello sviluppo. Bologna: Il Mulino ( Cap V) 

Rinaldi P., Tomasuolo E., Resca A (2018) (a cura di ) La sordità infantile. Nuove prospettive d’intervento. Trento: Erickson

Caselli M. C., Maragna S., Volterra V. (2007) Linguaggio e sordità. Gesti, segni e parole nello sviluppo e nell’educazione. Bologna: Il Mulino (Cap 2 e Cap 6) 

Radelli B. (1998) Nicola vuole le virgole. Dialoghi con sordi. Introduzione alla logogenia. Bologna: Zanichelli

Bosco E. (2013) Comprendere la sordità. Una guida per scuole e famiglie. Roma: Carocci Faber

Deliberazione Legislativa n. 113/2019

Solipaca A., Ricci C (a cura di) Studio sulla popolazione di persone con disabilità sensoriale e plurime in condizioni di gravità. Istituto Nazionale di Statistica. Istat

Teaching methods

Methods for improving how to work in small and big groups

-dramatizations

- simulations

-small group and big group activities

Assessment methods

The laboratory and the final work will be evaluated. This vote will affect the final vote of Pedagogia Speciale per l’Inclusione

Attendance is compulsory for at least 75% of the course. In particular students must be present at the first and the last lessons.

Absent students at the first lesson will be automatically excluded from the laboratory

Every laboratory includes the creation of a final work defined by the teacher (learning project, essay…), due to the fact that every laboratory requires students to work individually 17 hours every 8 hours of attendance.

The evaluation of every laboratory includes four grades:

• Failed: it is necessary to do the laboratory again
• -1
• 0
• +1

The evaluation will be published on AlmaEsami, and it will be taken into account for defining the final mark together with other exams marks. This partial mark will remain valid until the final mark is recorded.

Teaching tools

- PC

- Video-projector

- Clips of LIS and tactile LIS

Office hours

See the website of Cristina Poli