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  3. SABATANO Fausta
  4. Teaching

SPECIAL PEDAGOGY FOR SOCIO-EDUCATIONAL CONTEXTS

Fausta SABATANO SPECIAL PEDAGOGY FOR SOCIO-EDUCATIONAL CONTEXTS

4412400121
DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
EQF6
EDUCATIONAL SCIENCE
2023/2024

YEAR OF COURSE 1
YEAR OF DIDACTIC SYSTEM 2019
SPRING SEMESTER
CFUHOURSACTIVITY
636LESSONS
FAUSTA SABATANO T Curriculum
Objectives
THE COURSE AIMS TO REFLECT ON THE FOUNDATIONAL CATEGORIES OF SPECIAL PEDAGOGY IN PARTICULAR INCLUSION, EDUCATIONAL CARE AND THE HELPING RELATIONSHIP. IT IS INTENDED TO PROVIDE STUDENTS WITH KNOWLEDGE RELATED TO THE EDUCATIONAL PROCESSES OF INDIVIDUALS WITH DISABILITIES AND/OR SPECIAL EDUCATIONAL NEEDS FROM THE PERSPECTIVE OF WELL-BEING AND QUALITY OF LIFE.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING:
AT THE END OF THE TEACHING THE STUDENT SHOULD DEMONSTRATE KNOWLEDGE AND ABILITY TO UNDERSTAND THE DISCIPLINE, WITH PARTICULAR REFERENCE TO ITS MAIN CONCEPTS, GAINING AWARENESS WITH RESPECT TO THE RELATIONSHIP BETWEEN TRAINING PROCESSES AND THE WELL-BEING OF SUBJECTS.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING:
-AT THE END OF THE COURSE, THE STUDENT MUST DEMONSTRATE THE ABILITY TO INTERPRET AND APPLY THE KNOWLEDGE ACQUIRED, SHOWING THE ABILITY TO READ SITUATIONS OF FRAGILITY AND IDENTIFY THE MOST APPROPRIATE EDUCATIONAL APPROACHES TO DEAL WITH THEM.
- AUTONOMY OF JUDGMENT: AT THE END OF THE COURSE, THE STUDENT SHOULD BE ABLE TO ANALYZE EDUCATIONAL CONTEXTS AND REFLECT AUTONOMOUSLY AND CRITICALLY ON RELATED INCLUSIVE PROCESSES.
COMMUNICATION SKILLS:
-AT THE END OF THE COURSE, THE STUDENT SHOULD BE ABLE TO COHERENTLY EXPOUND AND ARGUE THE ISSUES ADDRESSED DURING THE COURSE USING APPROPRIATE VOCABULARY.
- LEARNING SKILLS: UPON COMPLETION OF THE COURSE, THE STUDENT SHOULD BE ABLE TO UNDERTAKE FURTHER STUDIES WITH A HIGH DEGREE OF AUTONOMY.
Prerequisites
NO SPECIFIC PREREQUISITES ARE REQUIRED
Contents
AS PART OF THE EDUCATIONAL OFFERINGS, THE COURSE, STARTING WITH A DEFINITION OF THE AREAS OF EXPERTISE OF SPECIAL PEDAGOGY, ADDRESSES THE ISSUES OF WELL-BEING AND QUALITY OF LIFE OF PEOPLE WITH DISABILITIES AND PEOPLE IN CONDITIONS OF SOCIAL DISTRESS AND DISADVANTAGE.
SPECIFICALLY, THE COURSE EXPLORES THE FOLLOWING TOPICS:
- FIELDS OF STUDY OF SPECIAL PEDAGOGY
- INTERPRETATIVE MODELS OF DISABILITY
- INCLUSION AS A PRACTICE OF CARE
- PRINCIPLES OF INCLUSION AND THE HELPING RELATIONSHIP
- EDUCATIONAL CONTEXTS AND EDUCATIONAL PROFESSIONALS
- CONCEPT OF EDUCATIONAL CARE
- WELL-BEING AND QUALITY OF LIFE
- PHENOMOLOGICAL APPROACH.
Teaching Methods
THE COURSE INVOLVES LECTURES, FLIPPED CLASSROOM, GROUP INVESTIGATION, INDIVIDUAL AND GROUP EXERCISES, REFLECTIVE AND NARRATIVE PROTOCOLS. THE ACTIVITIES ARE AIMED AT DEVELOPING IN STUDENTS THE ABILITY TO REFLECT CRITICALLY ON SOME OF THE ISSUES ADDRESSED.
Verification of learning
THE FINAL ASSESSMENT WILL BE BASED ON THE RESULTS OF AN ORAL EXAMINATION RELATED TO THE COURSE CONTENT, CONSISTENT WITH THE EXPECTED LEARNING OUTCOMES. THE MINIMUM LEVEL OF ASSESSMENT (18/30) IS AWARDED WHEN THE STUDENT DEMONSTRATES SUFFICIENT KNOWLEDGE OF THE COURSE CONTENT; THE MAXIMUM LEVEL (30/30) IS AWARDED IF THE STUDENT POSSESSES A THOROUGH KNOWLEDGE OF THE TOPICS COVERED AND THE ABILITY TO EXPOUND THEM CLEARLY, INDEPENDENTLY AND CRITICALLY USING APPROPRIATE VOCABULARY.
Texts
REFERENCE TEXTS:
GASPARI P. (2021), CURA EDUCATIVA, RELAZIONE DI AIUTO E INCLUSIONE. LE CATEGORIE FONDATIVE DELLA PEDAGOGIA SPECIALE NELLE PROFESSIONALITÀ EDUCATIVE, ROMA: ANICIA.
RECOMMENDED READINGS:
SIBILIO (2023). LA SEMPLESSITA’. PROPRIETA’ E PRINCIPI PER AGIRE IL CAMBIAMENTO. BRESCIA: MORCELLIANA.
SABATANO F.; PAGANO G. (2019), LIBERTÀ MARGINALI. LA SFIDA EDUCATIVA TRA DEVIANZA, DELINQUENZA E SISTEMA CAMORRISTICO, MILANO: GUERINI.
More Information
COURSE ATTENDANCE IS RECOMMENDED
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