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 course addresses the main theoretical approaches and methodologies of implementation of the inclusive perspective aimed at people living in conditions of vulnerability, in order to promote an inclusive culture in relation to life contexts. The processes of exclusion and the possible strategies of promotion of welfare and rights will be analyzed from the point of view of Special education and Pedagogy of marginality.

The program consists of the following topics:

• Historical and evolutionary framework of Special education;
• Epistemological and methodological premises for the development of the inclusive perspective in reference to the different cultural contexts of belonging;
• Special educational needs and mediators;
• Life plan and overcoming the perspective of assistance, through the paradigms of education, rehabilitation and rehabilitation;
• Introduction to the concepts of marginality and social exclusion, in correlation to educational poverty;
• Analysis and development of projects aimed at individuals or groups in condition of vulnerability or social marginality, for harm reduction, health promotion, individual and community empowerment.

At the end of the course, the student will be faced with the development of design strategies and the management of services for people with disabilities; similarly, strategies and services for persons deprived of their liberty. It will be able to intervene in life contexts by applying the main educational tools aimed at the phenomena of marginality and social exclusion.

Readings/Bibliography

Mandatory texts

Caldin R. (a cura di) (2020), Pedagogia speciale e didattica speciale /1. Le origini, lo stato dell'arte, gli scenari futuri, Trento, Erickson.

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

Friso V., Ciani A. (a cura di) (2020), Includere e progettare. Figure professionali a sostegno della disabilità adulta, Milano, Franco Angeli. Open Access

 

In addition, teaching resources will be available on virtual university space (Virtuale).

 

Optional in-depth texts

Decembrotto L. (a cura di) (2020), Adultità fragili, fine pena e percorsi inclusivi. Teorie e pratiche di reinserimento sociale, Milano, FrancoAngeli. Open Access

Santarelli G. (2020) Pedagogia Istituzionale. Dalle origini all’attualità. Bologna: BUP (pp. 11-29; 83-104) Open Access

Teaching methods

The course joins to the innovative teaching method, in compliance with the goals and content of the teaching reported in the program. In addition, it is part of the teaching with hybrid model (blended), integrating teaching in the presence of distance teaching activities. For this academic year the distance activity (6 hours) is limited to group work, which will develop within Teams rooms.

The innovative didactic modality include some meetings developed according to «flipped classroom» approach through the debate method and group project works (3-4 people per group).

Assessment methods

TESTS REQUIRED FOR EXPERIMENTALIST/ATTENDING STUDENTS:

1. WRITTEN INTERMEDIATE TEST. In-depth answers to open questions on the history, theories and models of Special education. This test counts for 30%
2. GROUP PRESENTATION OF PROJECT WORK AND ACTIVE PARTICIPATION DURING THE DEBATE AND PRESENTATION OF PROJECT WORK. This test counts for 70%. The project work should be delivered to the teacher at most 2 weeks after the end of the last lesson, being able to integrate the comments made during the presentation and improve the group work.

 

TEST REQUIRED FOR NON-ATTENDING STUDENTS:

• ORAL EXAM concerning the obligatory texts in bibliography (3 questions, one per textbook) and the critical-analytical commentary of project proposals

Teaching tools

The innovative teaching method includes some lessons divided for groups held at a distance on Teams.

Office hours

See the website of Luca Decembrotto

See the website of Giuliana Santarelli