Erika Marie PACE | SPECIAL PEDAGOGY FOR WELL-BEING
Erika Marie PACE SPECIAL PEDAGOGY FOR WELL-BEING
cod. 4422500030
SPECIAL PEDAGOGY FOR WELL-BEING
| 4422500030 | |
| DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES | |
| EQF7 | |
| PSICOLOGIA DI COMUNITA' PER I CONTESTI FORMATIVI, PER IL BENESSERE E PER LO SPORT | |
| 2024/2025 |
| OBBLIGATORIO | |
| YEAR OF COURSE 2 | |
| YEAR OF DIDACTIC SYSTEM 2023 | |
| SPRING SEMESTER |
| SSD | CFU | HOURS | ACTIVITY | |
|---|---|---|---|---|
| M-PED/03 | 5 | 30 | LESSONS |
| Objectives | |
|---|---|
| THE STUDY-UNIT ANALYSES HOLISTIC WELL-BEING AS VIEWED WITHIN THE FIELD OF SPECIAL PEDAGOGY. MORE PARTICULARLY, THE UNDERPINNING CONCEPTS WILL INCLUDE THE BIO-PSYCHO-SOCIAL MODEL, WHICH SHIFTS THE ATTENTION FROM DEFICIT MODELS TO HUMAN FUNCTIONING AND THE CONCEPT OF WELL-BEING AS THEORISED IN THE CAPABILITY APPROACH. THE OBJECTIVE OF THE STUDY-UNIT IS TO PROMOTE AWARENESS AND COMPETENCE ACQUISITION AMONG STUDENTS TO FAVOUR WELL-BEING OF PEOPLE WITH SEPCIAL NEEDS AND/OR THOSE WHO ARE AT RISK OF EXCLUSION. KNOLWEDGE AND UNDERSTANDING – KNOLWEDGE OF THE MAIN MODELS AND THEORRETICAL FRAMEWORKS IN THE FIELD OF SPECIAL EDUCATION UNDERPINNING THE PLANNING AND EVALUATION OF INTERVENTIONS APT TO PROMOTE INCLUSIVE LIFELONG LEARNING PROCESSES IN FORMAL, INFORMAL, AND NON-FORMAL CONTEXTS. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING – ABILITY TO LINK THEORY TO PRACTICE BY CHOOSING SUITABLE MODELS AND THEORETICAL FRAMEWORKS FOR THE PLANNING AND EVALUTAION OF EFFECTIVE COMMUNITY INTERVENTIONS, WITH PARTICULAR REFERENCE TO THE SCHOOL/EDUCATION COMMUNITY FOR THE PROMOTION OF HOLISTIC WELL-BEING. AUTONOMY OF JUDGEMENT – ABLITY TO REFLECT IN AN INDEPENDENT AND CRITICAL MANNER IN ORDER TO IDENTIFY THE MOST SUITABLE MODELS AND THEORIES FOR THE FORMAL, INFORMAL, AND NON-FORMAL EDUCATION CONTEXTS TAKEN INTO CONSIDERATION. COMMUNICATION SKILLS – ABILITY TO COHERENTLY EXPLAIN AND ARGUE ONE’S POSITION ON THE TOPICS ADDRESSED DURING THE STUDY-UNIT. |
| Prerequisites | |
|---|---|
| NO SPECIFIC PREREQUISITE IS REQUIRED |
| Contents | |
|---|---|
| CONTENTS: -SPECIAL PEDAGOGY AS AN AUTONOMOUS RESEARCH FIELD -THE EVOLUTION OF THE CONCEPT OF DISABILITY AND HEALTH -EDUCATIONAL AND SOCIAL INCLUSION: TRANSVERSAL OBJECTIVE FOR SUSTAINABLE DEVELOPMENT BY 2030 -REFLECTIONS ON INCLUSIVE CULTURES, POLICIES AND PRACTICES IN FORMAL, INFORMAL AND NON-FORMAL CONTEXT -WELL-BEING AS A LIFE PROJECT -THE CONSTRUCT OF QUALITY OF LIFE AND THE CONCEPT OF WELL-BEING: THEORIES AND CONCEPTUAL FRAMEWORKS -STRENGTHS-BASED APPROACHES FOR THE DESIGN OF COMMUNITY INTERVENTIONS TO PROMOTE INCLUSION: THE CAPACITY MODEL, THE THEORY OF SALUTOGENESIS, THE ASSET-BASED COMMUNITY DEVELOPMENT MODEL -EDUCATIONAL STRATEGIES FOR THE ACQUISITION OF TRANSFORMATIVE AND GLOBAL COMPETENCES |
| Teaching Methods | |
|---|---|
| LECTURES, GROUPWORK, REFLECTIVE ACTIVITIES. |
| Verification of learning | |
|---|---|
| THE FINAL EXAM CONSISTS OF AN ORAL TEST ON THE CONTENTS OF THE STUDY-UNIT, AS OUTLINED IN THE COURSE DESCRIPTION AND IN THE REFERENCE TEXTS USED. THE NUMBER OF QUESTIONS WILL VARY BASED ON THE DEPTH AND BREADTH OF THE ANSWERS PROVIDED. THE PURPOSE OF THIS TEST IS TO EVALUATE THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE THEMES PRESENTED IN THE ADOPTED TEXTS AND DISCUSSED DURING CLASSROOM ACTIVITIES. CLARITY OF EXPOSITION, ANALYTICAL ABILITY, AUTONOMOUS ORGANIZATION OF THE PRESENTATION, ORIGINALITY IN THE REWORKING OF THE STUDIED CONTENTS, AND THE RELEVANCE TO PROFESSIONAL CONTEXTS OF SUCH TOPICS WILL CONSTITUTE THE EVALUATION CRITERIA. THE ASSESSMENT IS EXPRESSED IN THIRTIETHS. THE MINIMUM EVALUATION LEVEL (18/30) IS ASSIGNED WHEN THE STUDENT DEMONSTRATES A SUFFICIENT KNOWLEDGE OF THE COURSE CONTENT, WHILE THE MAXIMUM LEVEL (30/30) IS ASSIGNED WHEN THE STUDENT POSSESSES A COMPLETE KNOWLEDGE OF THE CONTENTS, DEMONSTRATING THE ABILITY TO CRITICALLY REFLECT ON THEM. THE PRODUCTS OF THE ACTIVITIES AND LABORATORIES CARRIED OUT DURING THE LESSONS WILL BE TAKEN INTO CONSIDERATION FOR THE FINAL GRADE, BUT THEY ARE NOT MANDATORY. NON-ATTENDING STUDENTS ARE INVITED TO CONTACT THE TEACHERS TO DEFINE ANY ALTERNATIVE ARRANGEMENTS. |
| Texts | |
|---|---|
| REFERENCE BOOKS: - MITTELMARK, M. B. (ET AL. ) (2022). THE HANDBOOK OF SALUTOGENESIS. (2ND EDITION) SPRINGER OPEN. OPEN ACCESS AVAILABLE AT: HTTPS://LIBRARY.OAPEN.ORG/HANDLE/20.500.12657/52407 (SELECTED CHAPTERS) - READING MATERIAL PROVIDED BY THE LECTURER SUGGESTED FURTHER READING: - GASPARI, P. (2023). LA PEDAGOGIA SPECIALE, OGGI. LE CONQUISTE, I DILEMMI E LE POSSIBILI EVOLUZIONI. MILANO: FRANCO ANGELI. - GIACONI, C. ET AL. (2022). LA PEDAGOGIA SPECIALE INCONTRA GLI ATLETI CON DISABILITÀ. MILANO: FRANCO ANGELI. - RUSSELL, C. & MC KNIGHT, J. (2022). THE CONNECTED COMMUNITY: DISCOVERING THE HEALTH, WEALTH, AND POWER OF NEIGHBORHOODS. BERRETT-KOEHLER PUBLISHERS. |
| More Information | |
|---|---|
| ATTENDANCE TO LECTURES IS RECOMMENDED. ERASMUS+ AND INTERNATIONAL STUDENTS ARE INVITED TO CONTACT PROF. E. M. PACE (EPACE@UNISA.IT) FOR FURTHER INFORMATION REGARDING THE MODULE CONTENT AND FINAL ASSESSMENT AT THE BEGINNING OF THE SEMESTER. |
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