32436 - Education and Rehabilitation

Learning outcomes

At the end of the course, students will:

– know the epistemological premises to promote the social integration of disabled individuals or groups who need special education and/or live in social marginalization or exclusion, relative also to their various cultural background;

– know the main educational, re-educational and rehabilitation reference paradigms;

– know the cultural, theoretical and methodological premises to promote the social integration of disabled individuals or groups who need special education and/or live in social marginalization or exclusion;

– know the historical end evolutional description of the main systems of diagnostic classification;

– know the main models of taking care and treatment according to ecological, coevolutional and systematic perspective;

– know the main models and strategies to promote processes of coping, empowering, individual resilience, groups and communities to reduce discomforts reintegrating them into society;

– different theories, models and methodologies of treating different people suffering from various forms of distress.

Students will be able to:

– create a project based on the following premises: knowing the condition of vulnerability, reduce disadvantage, exploit resources and reorganise in a positive way one's own life plan;

– promote processes and strategies of coping, empowering and resilience respect to different cultural and social contexts;

– plan and build up helping systems overcoming the charitable logic of emergency;

– collaborate with various charity organisations according to a multi-dimensional, multi-faceted and inter-disciplinary model;

– create models of intervention in synergy with other local operators;

– start vocational and educational training experiences as well as rehabilitation to reduce damages, to promote health;

– use observation, checking and evaluation tools in the intervention for re-education and rehabilitation;

– use the main methodologies to promote ecologic communication in individual and group interviews;

– organise training courses and personal or group study analysing educational, re-educational and rehabilitative processes.

 

Course contents

The course will be concerned with studying the main theoretical paradigms, models and methodologies for the inclusive perspective; reflecting on the definition of multi-faceted and multi- dimensional models based on the situations, individuals or groups of people who live in vulnerable conditions, starting prospects of development, coping strategies, empowering and resilience in order to promote inclusive culture and the promotion of health in Italian and international reference contexts.

 Learning Outcomes

1. Students have to know the epistemological and methodological premises in order to develop an inclusive perspective of different cultural contexts.

In particular: principal paradigms of reference according to a historical and evolutional perspective and relationship between education and rehabilitation; cultural, theoretical and methodological premises to promote the social integration of disabled individuals or groups who need special education and/or live in social marginalization or exclusion; taking care and personal involvement according to ecological, coevolutional and systematic perspective.

 

2. Students have to carry out and define educational and re-educational projects to reduce damages, develop coping strategies, empowerment, resilience, to promote health according to an inclusive perspective.

In particular: main theoretical models and strategies to promote processes of coping, empowerment, resilience of individuals, groups and communities to reduce discomfort towards reintegrating into society; principal theoretical and methodological elements to plan inclusive interventions; building up life projects; network and the collaboration between services and the local communities (public and private); treatment and relationship with different operators; observation, documentation and verification.

 

The course will be structured into theoretical and planning modules

 

The Statute of Special Pedagogy and its inclusive perspective and the biopsyco-social and educative model;

Methodologies and tools to manage intervention;

The role of education in the prevention of distress;

The role of intermediaries;

The role of informal networks and services in the prevention of distress;

Designing and management of educational and rehabilitative programmes for the planning of life.

 

Content of the formative activities

·        The family, School, social context and education;

·        Disability, deficit, handicap, marginalization;

·        Educational intervention in problem situations.

 

D-learning module, with Moodle interface, for both attending and non-attending students (18 hours)

A distance module is available and obligatory for all students of 18 over the total 60 hours of the course, with materials integrating and clarifying the topics found in the reference textbooks. This module in structured in Moodle, accessible with the student's own academic credentials. The Moodle interface (https://www.moodle.unibo.it/login/index.php), containing all the materials and their relative instructions, will be available 2011.

Readings/Bibliography

Bibliography

 

Obligatory reading for both attending and non-attending students

 

First part of the course (30 hours)

 

1.         A. Canevaro, Le logiche del confine e del sentiero. Una pedagogia dell'inclusione (per tutti, disabili, inclusi), Erickson, Trento, 2006. This is the fundamental reference text to be studied with great care in its entirety, especially by those students who have never taken a Special Pedagogy exam.

2.         S. Pergolesi (a cura di), A casa con sostegno: un progetto per le famiglie di bambini, bambine e adolescenti con deficit, Angeli, Milano, 2002

 

Second part of the course (30 hours)

 

One text to be chosen amongst the following, in order to deal with the theme of Education and rehabilitation of the disabled: from childhood to adulthood: which educational intervention? Concerning this issue, students will have to adopt a particular viewpoint (for instance regarding children or adolescents or adults, families, schools or social services, etc.) and thanks to the knowledge acquired in the first part of the course, using all the materials available through Moodle, they will produce written critical observations regarding a hypothetical (or actual) educational project aimed at reducing handicaps and distress.

1. P. Tripodi, Vivere malgrado la vita. Sguardi di un disabile sul mondo, Derive/Approdi, Roma, 2004
2. M. Paolini, Chi sei tu per me? Persone con disabilità e operatori nel quotidiano, Erickson, Trento, 2009
3. M. Pavone (ed.), Famiglia e progetto di vita. Crescere un figlio disabile dalla nascita alla vita adulta, Erickson, Trento, 2009. 8 chapters chosen by the students and studied in detail, clearly quoting them in the written work required.
4. G. Moretti (ed. by  M. Cannao, Ada Moretti), Riabilitazione e integrazione del disabile. Dai principi ai metodi, Armando, Roma, 2006. 10 chapters chosen by the students and studied in detail, clearly quoting them in the written work required.

Recommended reading

1. A. Canevaro, Pietre che affiorano. I mediatori efficaci in educazione con "la logica del domino", Erickson, Trento, 2008
2. Andrea Canevaro, Arrigo Chieregatti, La relazione di aiuto. L'incontro con l'altro nelle professioni educative, Roma, Carrocci Editore, 1999
3. E. Montobbio, C. Lepri, Chi sarei se potessi essere. La condizione adulta del disabile mentale, Del Cerro, Pisa, 2000
4. E. Montobbio (ed.), Il falso sè nell'handicap mentale. L'identità difficile, Del Cerro, Pisa, 2002
5. E. Montobbio, Prova in altro modo. L'inserimento lavorativo socio-assistenziale di persone con disabilità marcata, Del Cerro, Pisa, 2003
6. Stanislaw Tomkiewicz, Educare o punire, Bologna, EDB, 1994
7. Miguel Benasayag, Gerard Schmit, L'epoca delle passioni tristi, Milano, Feltrinelli, 2004
8. Paulo Freire, Pedagogia della Speranza, Torino, EGA Editore, 2004

Stanislas Tomkiewicz, L'adolescenza rubata, Como, Red Edizioni, 2000

Teaching methods

Teaching methodology

Lectures, meetings with eminent witnesses (dates will be published on the lecturer's site), case discussions, practical work.

The course methodology will include alternating theoretical and direct experience sessions, group and individual work, with film and documentaries, and, as stated above, meetings with eminent witnesses who have experienced/studied situations of vulnerability, disability and social disadvantage.

For the exam, ERASMUS students will have to prepare the texts that the lecturer indicates as “obligatory for all students” and the material presented on the Moodle of the Faculty http://www.moodle.unibo.it/, ERASMUS Project (choose  the title of the course Educazione/Riabilitazione-Pedagogia Speciale)

Instructions for accessing the e-learning service (for Erasmus students)
Go to the E-learning centre sitehttp://www.moodle.unibo.it/ Click on Progetto Erasmus under the title Facoltà di Scienze della Formazione; Then click on the name of the course that interests you; The first time you use the site you will have to create a new account. Please follow the steps outlined below;  Fill out the New Account form with your details; An email will be immediately sent to your email address; Read your email, and click on the web link it contains; Your account will be confirmed and you will be logged in; Now, select the course you want to participate in; You can now access the full course. From now on you will only need to enter your personal username and password (the university has given you)to log in and access any course you have enrolled in. Once you are in the site you can use the forward and back arrows to move around.

 

Assessment methods

Assessment methods

Attending students

Attending students can hand in part of the assessment test at the end of the first part of the course (30 hours), in the form of an individual or group (max. 2-3 people) essay previously approved by the lecturer aimed at highlighting the theoretical-practical cross-references of the first two texts in the bibliography and/or the contents discusses in class. Following this, students will have to produce individual projects for the reduction of disability and distress, written according to chosen area and the materials found on Moodle; this essay too will have been approved by the lecturer and will be discussed orally. The two marks will be averaged in the final assessment mark.

Non-attending students

Non-attending students must study the quoted texts. The exam will take place at the end of the whole course. Students will have to hand in a personal essay previously approved by the lecturer via e-mail or office hours, aimed at highlighting the theoretical-practical cross-references of the first two texts in the bibliography. Following this, students will have to take a written exam consisting in a project for the reduction of disability and distress, written according to chosen area and the materials found on Moodle. The two marks will be averaged in the final assessment mark.

Attending and non-attending students: guidelines for the written essay and assessment rubric.

The essay will be 8-10 pages long (min. 20.000, max. 30.000 chars.) and may also be handed in during the exam; it may also be posted to the lecturer in printed format to: Facoltà di Scienze della Formazione, Via Filippo Re, 6 - 40126 Bologna; it may also be left with the porters of the Faculty.

Assessment rubric. The evaluation will be based on the congruency and completeness of the answers; the cohesiveness with the tasks of the material on Moodle; the critical revision of the topics; the correctness of the written language; the reference of the plurality of the biographical  and web site sources; the completeness and feasibility of the project.

NB. Students will have to prepare for the current exam the bibliography of the present academic year.

Teaching tools

Teaching tools

Handouts
Films
Projector
Computer and technological tools

Office hours

See the website of Roberta Caldin