PEDAGOGIA SPECIALE E DISABILITA’ CON LABORATORIOModule PEDAGOGIA SPECIALE E DISABILITA’
Academic Year 2022/2023 - Teacher: RAFFAELLA CARMEN STRONGOLIExpected Learning Outcomes
The course aims to provide students with basic knowledge regarding the main cultural and theoretical assumptions underlying the inclusive perspective in educational and training contexts, with particular reference to the transition from integration to social inclusion, methodological premises for fostering the inclusive process of subjects with special educational needs, the peculiarities of educational interventions towards adult subjects with disabilities, the main classification systems in relation to the original characteristics of all subjects in multiple life contexts, current educational approaches to disability, and special educational needs.
Upon completion of the course, students are expected to be able to:
- know the theoretical-conceptual foundations of Special Pedagogy;
- know the national and international documents on school and social integration and inclusion;
- integrate the acquired knowledge to configure examples of educational actions in the different living environments of the subjects;
- use specific vocabulary and appropriate terminology.
Course Structure
Required Prerequisites
Attendance of Lessons
Detailed Course Content
Textbook Information
- Cottini L., Didattica speciale per l'educatore socio-pedagogico, Carocci, Roma, 2021
- Lascioli A., Pasqualotto L., Progetto individuale, vita adulta e disabilità, Carocci, Roma, 2021
- Piccinino L., Santa Maria C., Non tanto diversi. Attività nei centri diurni per persone con disabilità, FrancoAngeli, Milano, 2018
- Zappaterra T., La lettura non è un ostacolo. Scuola e DSA, ETS, Firenze, 2012
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Social inclusion perspective | Didattica speciale per l'educatore socio-pedagogico |
| 2 | History of the welfare model | Progetto individuale, vita adulta e disabilità |
| 3 | From the IEP to the individual project on an ICF basis | Progetto individuale, vita adulta e disabilità |
| 4 | Peculiarities of specific learning disorders | La lettura non è un ostacolo |
| 5 | Educational design of activities in day care centers for adults with disabilities | Non tanto diversi |
Learning Assessment
Learning Assessment Procedures
The examination consists of two parts:
- written test consisting of 20 multiple-choice questions on the topics covered in the course, which is passed with at least 12 correct answers
- oral exam aimed at critically examining in depth the answers given in the written test
Passing the written test gives access to the oral test, which will take place on the same day,
The number of correct answers given in the written test does not mechanically predetermine either the oral exam or the final grade.
Examples of frequently asked questions and / or exercises
- Characters of special pedagogy
- Difference between integration and inclusion
- Peculiarities of the ICF anthropological model
- What purposes does educational individualization serve for individuals with special educational needs
- Difference between Special Educational Needs and Specific Learning Disorders