Unit PEDAGOGY OF DIVERSITY AND DIFFERENCES
- Course
- Sciences of education
- Study-unit Code
- A001035
- Curriculum
- Educatore professionale socio-pedagogico
- CFU
- 9
- Course Regulation
- Coorte 2019
- Offered
- 2021/22
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa integrata
LABORATORY OF EDUCATION OF DIVERSITY 'AND DIFFERENCES
| Code | A001039 |
|---|---|
| CFU | 1 |
| Teacher | Moira Sannipoli |
| Teachers |
|
| Hours |
|
| Learning activities | Caratterizzante |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Academic discipline | M-PED/03 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | The educational interventions. The Life Project and Self-determination. The inclusive perspective. |
| Reference texts | In-depth materials will be loaded into the Unistudium platform. |
| Educational objectives | Knowledge of the following: - Life Project; - Design of integrated interventions. Capability related to: - understanding sensory disability skills and difficulties; - activate processes of care, growth and development of children, contexts and relationships to improve their quality; - to understand the demand and training needs of those in this situation and contexts to be able to give personalized educational answers; - to implement reflexive practices. Competence in relation to: -be able to plan educational interventions in the field outside school in the presence of special educational needs; - be able to develop communicative and relational skills; - able to develop critical-reflective skills; - be able to develop decision-making skills, autonomy of judgement and aptitude for problematization; - be able the specificities of the educational profession to develop professional identity and personal responsibility for learning outcomes for those involved in educational interventions; - Developing the ability to learn to learn. |
| Prerequisites | It is necessary to have attended the course of Pedagogy of Diversity and Differences. |
| Teaching methods | Simulate. Team working. Building a portfolio of personal documentation |
| Other information | - |
| Learning verification modality | The evaluation will be ongoing and final also with self-evaluation tools. |
| Extended program | The laboratory aims to promote knowledge and understanding of autistic disorder with particular attention to the personal and inclusive dimension. |
PEDAGOGY OF DIVERSITY AND DIFFERENCES
| Code | A001038 |
|---|---|
| CFU | 8 |
| Teacher | Moira Sannipoli |
| Teachers |
|
| Hours |
|
| Learning activities | Caratterizzante |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Academic discipline | M-PED/03 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | The topics covered in the course are the following : - The contribution of the Special Education : A look at history; - The concepts of Inseriment, Integration and Inclusion; - Diversity and differences; - The special educational needs; - International Classifications proposed by WHO on the concept of disability; - National Regulatory Framework and international educational inclusion; - The co-evolutionary perspective and the different educational approaches; - The birth of a disabled child and the experience of bereavement; - The weight of the diagnosis: medical knowledge and pedagogical knowledge compared and dialogue; - Out-of-school services the educational challenge of inclusion; - The "special normality"; - Individualize and customize; - The zone of proximal development and the mediation; - Observation, documentation and design as educational care tools; - The networking; - The help relationship as a lightweight gift: meet, know and accompany; - Educational poverty and intervention strategies. |
| Reference texts | COTTINI L., Didattica speciale per l'educatore socio-pedagogico, Carocci, Roma 2021 SALIS F., DE FELICE F., Dinamiche inclusive nella società post-complessa. Ricerche, riflessioni, esperienze e narrazioni, Anicia, Roma 2019. LEPRI C., Diventare grandi. La condizione adulta delle persone con disabilità intellettiva, Erickson, Trento 2020. CANEVARO A., GIANNI M., CALLEGARI L., ZOFFOLI R., L'accompagnamento nel progetto di vita inclusivo, Erickson, Trento 2021. Erasmus students WHO, International Classification of Functioning, Disability and Health (ICF),World Health Organization, 2001 CAST (2011). Universal Design for Learning Guidelines version 2.0., Author, Wakefield (MA) D'ALESSIO S.,Inclusive Education in Italy: A Critical Analysis of the Policy of Integrazione Scolastica, Sense Publisher, Usa 2011 |
| Educational objectives | At the end of the course the student knows: - the hermeneutical framework of the inclusive perspective; - methodological premises for developing the inclusive perspective and integration of children and adults with BES; - the concepts of diversity and differences; - the main classification systems promoted by the WHO for the construction of a Life Project, in relation to the original characteristics of the person with disabilities and the context of belonging, starting from the family; - the current educational approaches to people with disabilities in terms of increasing autonomy and self-effectiveness. At the end of the course the student, in terms of skills and skills, is able to: - use operational tools of educational professionalism (observation, documentation and design); - building an inclusive project, recognising special needs and problem situations, identifying the skills of professionals and the institutional and inter-institutional collaborations that can be activated; - to design educational interventions to connect families, educational and school services, social and health services in order to make the Life Project factual; - integrate into the world of work, using the knowledge and experience acquired; - is able to supplement its knowledge in the light of regulatory changes and international guidelines; - to produce a documentation of educational experiences referring to different institutional clients, families and services. |
| Prerequisites | In order to understand the content of the teaching, it is necessary to successfully support the Exams of General Pedagogy, General Teaching, General Psychology, Forms and Traditions of Philosophy, Methodology of Educational Research, Observation and Evaluation. |
| Teaching methods | - Frontal lessons - Topic Discussions - Group work - Laboratory |
| Other information | Frequency is strongly recommended. For non-attending students, the program is identical. For all students, additional information and materials will be published on the Unistudium platform. |
| Learning verification modality | Final written test: 4 open response questions (maximum 15 lines). Test Time: 2 hours Verification will ensure knowledge, understanding of the issues of Special Education and Teaching and the ability to combine theory and practice in building a project. |
| Extended program | Learning to observe, know how to postpone judgment, employ a methodology of authentic knowledge and understanding of the other, documenting the process of teaching and learning are the foundation of an authentic educational cure. A placement through the exercise of reflective thinking about pedagogical, planning and socio-health issues is the explicit emphasis on taking responsibility for the subject with SEN and families to build a life project, within an inclusive network. All this with particular attention to educational accompaniment. |