88516 - Workshop Activities: Special Pedagogy for Inclusion (E)

Learning outcomes

Communication and relational skills to build collaboration with the student’s families with special educational needs and to share training objectives.

Course contents

TITLE: Family, disability and school. How teachers can accompany the family to become educational
project’s co-protagonist.

COURSE CONTENTS

1. A change of view: the transition from the idea of a fragile or pathological family, due to the presence of disability, to a resilient family.
2. Collaboration and confidence between school and family: arrival point of a process based on the teacher's relational and communication skills.
3. Sharing the educational and teachingproject: including families asco-protagonists in the drafting of the project and in the realization of the educational objectives.
4. The family in the network: recognizing the role of the family in the network of professionals between synergies and co-responsibility.

Readings/Bibliography

M. Zanobini, M. Manetti, M.C. Usai. (2013) La famiglia di fronte alla disabilità. Stress, risorse e sostegni. Trento: Erickson
R. Caldin, A. Cinotti, F. Serra. (2017). Disabilità, famiglie e servizi. Impegni di alleanza, esperienze di valutazione. Foggia: Edizioni del Rosone
R. Quaglia, C. Longobardi. (2011) Il colloquio didattico. Comunicazione e relazione efficace con le famiglie degli alunni. Trento: Erickson
Linee guida per l’integrazione scolastica degli alunni con disabilità. Ministero dell’Università, dell’Istruzione e della Ricerca allegate alla Nota del 4 agosto 2009, pag.19
R. Dainese. (2020) La rete di relazioni a sostegno della didattica per l'inclusione, Milano: Franco Angeli (Traiettorie Inclusive)
M. Fontana, M Seira Ozino. ( 2017). Realizzare il passaggio delle famiglie da utenti a corresponsabili: una proposta. Rivista Nuova Secondaria, Ed La Scuola, Brescia, n. 7. 2017 - Anno 22 XXXIV.
M. Arduino. (2014). Il bambino che parlava con la luce. Quattro storie di autismo. Torino: Einaudi

Teaching methods

The methodology of the laboratory provides for articulated activities that start from impulses (video testimonies, readings about cases on school and family relationship, role play filmed with parents) useful to begin the reflection about contents displayed and to introduce some communication techniques in order to build up collaboration.

Assessment methods

The evaluation will concern:
- active participation
- the production (individual or group) of the requested products
- the reference to bibliographic sources;
- the ability to link content to personal experience.
Each laboratory, in addition to an active participation, provides for the development of a 'laboratory product' defined by the teacher (report, educational project ...).
The evaluation of each laboratory, regardless of duration, involves four judgments:
REJECTED: laboratory to be attended again;
-1;
0;
+1.
The assessment will be made known by the conductors via the web-teacher page and will contribute, taking into account the average mark of the different teaching modules, to define the final mark of the exam. This assessment will remain valid until the final vote is recorded.

Teaching tools

Video projector, PC.

Office hours

See the website of Maria Seira Ozino