The aim of the Special Pedagogy course is to provide students with in-depth knowledge of some relevant issues of the discipline: a) the history and evolution of Special Pedagogy (epistemological dimension); b) research in the perspective of Special Pedagogy; c) the debate on the ongoing transformation of the Italian educational system from the model of integration to the model-system of inclusion; d) the evolution of school policies referring to people defined with Special Educational Needs; e) school and social inclusion as a litmus test of cultures, policies and practices in our society; f) the social position of disabled people within society; g) the social representations of diversity and disability mediated by art (in particular by literature and cinema).
By studying the Special Pedagogy Course the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the salient aspects of the History of Education for the Disabled;
- knowledge and understanding of the evolution of Special Pedagogy from its beginnings to its present day;
- knowledge and understanding of the contribution of Special Pedagogy to Educational Research;
- knowledge and understanding of the current state of the school and educational system with regard to inclusive processes;
- knowledge and understanding of social phenomena related to disability and diversity, including through the use of narrative mediators.
In terms of application of knowledge and understanding:
- ability to identify synchronously the salient stages in the history of disability education;
- ability to analyse, on a diachronic level, the elements of past models still operating in the present;
- ability to connect the different analysis plans proposed: historical, epistemological, normative, socio-cultural;
- ability to identify the problematic nodes emerging from the interaction of the different perspectives analyzed;
- ability to identify the implications and operational consequences in the field of education.
In terms of autonomy of judgement:
- ability to produce a personal and original critical analysis of the topics dealt with, placing it in the current socio-cultural context and in reference to the profession of educator.
In terms of communication skills:
- be able to discuss - even in a virtual environment (forum) - the issues covered, supporting their positions with facts, personal experiences, significant considerations;
- be able to carry out analysis and synthesis of the topics dealt with, both through personal exposure and through networking;
- be able to argue in an original way the personal elaboration of the topics dealt with.
In terms of learning ability:
- demonstrate openness and interest in the topics covered;
- be willing to investigate the repercussions that the issues raised in the analysis may have on the personal repertoire of knowledge, expectations, values and beliefs;
- demonstrate active involvement and participation in collective reflection and analysis;
- show a degree of ability to transfer the topics dealt with to the professional reality.
By studying the Special Pedagogy Course the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the salient aspects of the History of Education for the Disabled;
- knowledge and understanding of the evolution of Special Pedagogy from its beginnings to its present day;
- knowledge and understanding of the contribution of Special Pedagogy to Educational Research;
- knowledge and understanding of the current state of the school and educational system with regard to inclusive processes;
- knowledge and understanding of social phenomena related to disability and diversity, including through the use of narrative mediators.
In terms of application of knowledge and understanding:
- ability to identify synchronously the salient stages in the history of disability education;
- ability to analyse, on a diachronic level, the elements of past models still operating in the present;
- ability to connect the different analysis plans proposed: historical, epistemological, normative, socio-cultural;
- ability to identify the problematic nodes emerging from the interaction of the different perspectives analyzed;
- ability to identify the implications and operational consequences in the field of education.
In terms of autonomy of judgement:
- ability to produce a personal and original critical analysis of the topics dealt with, placing it in the current socio-cultural context and in reference to the profession of educator.
In terms of communication skills:
- be able to discuss - even in a virtual environment (forum) - the issues covered, supporting their positions with facts, personal experiences, significant considerations;
- be able to carry out analysis and synthesis of the topics dealt with, both through personal exposure and through networking;
- be able to argue in an original way the personal elaboration of the topics dealt with.
In terms of learning ability:
- demonstrate openness and interest in the topics covered;
- be willing to investigate the repercussions that the issues raised in the analysis may have on the personal repertoire of knowledge, expectations, values and beliefs;
- demonstrate active involvement and participation in collective reflection and analysis;
- show a degree of ability to transfer the topics dealt with to the professional reality.
scheda docente
materiale didattico
The first concerns the historical and epistemological dimension of Special Pedagogy with a focus on the establishment of the first pedagogical medical institute in Italy in 1899
The second focuses on the debate inherent in the transformation of school and society from a system centered on integration to one oriented by an inclusive vision. In this sense, reference is also made to the issue of the epistemological dialogue within special pedagogy as inclusive pedagogy
The third part has to do with the representations of disability mediated by the arts, particularly by movies and novels.
The fourth part deals with the issue of adult life and the conditions of disadvantage resulting from forms of marginalisation and exclusion, with three focuses: the first on the independence of persons with intellectual disabilities; the second on easy language; the third on Provincial Centres for Adult Education (CPIA).
2. Bocci F. (2013). Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione. Milano: Guerini Scientifica.
3. Bocci F., Straniero A.M. (2020). Altri Corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma: Roma Tre press,
Libro scaricabile gratuitamente al link: http://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
4. Guerini I. (2020). Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo. Milano: FrancoAngeli.
5. GUERINI I. Lingua facile e sviluppo identitario delle persone con disabilità intellettiva, FrancoAngeli, Milano, 2024 (in pubblicazione)
6. Gabrielli S. (2024). Inclusione e background migratorio. Il ruolo dei CPIA. Roma: Edizioni Conoscenza (in pubblicazione).
Programma
The course is divided into four parts.The first concerns the historical and epistemological dimension of Special Pedagogy with a focus on the establishment of the first pedagogical medical institute in Italy in 1899
The second focuses on the debate inherent in the transformation of school and society from a system centered on integration to one oriented by an inclusive vision. In this sense, reference is also made to the issue of the epistemological dialogue within special pedagogy as inclusive pedagogy
The third part has to do with the representations of disability mediated by the arts, particularly by movies and novels.
The fourth part deals with the issue of adult life and the conditions of disadvantage resulting from forms of marginalisation and exclusion, with three focuses: the first on the independence of persons with intellectual disabilities; the second on easy language; the third on Provincial Centres for Adult Education (CPIA).
Testi Adottati
1. Bocci F. (2011). Una mirabile avventura. Storia dell'educazione dei disabili da Jean Itard a Giovanni Bollea. Firenze: Le Lettere.2. Bocci F. (2013). Pedagogia Speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della Scienza dell'Educazione. Milano: Guerini Scientifica.
3. Bocci F., Straniero A.M. (2020). Altri Corpi. Visioni e rappresentazioni della (e incursioni sulla) disabilità e diversità. Roma: Roma Tre press,
Libro scaricabile gratuitamente al link: http://romatrepress.uniroma3.it/libro/altri-corpi-visioni-e-rappresentazioni-della-e-incursioni-sulla-disabilita-e-diversita/
4. Guerini I. (2020). Quale Inclusione? La questione dell’indipendenza abitativa per le persone con impairment intellettivo. Milano: FrancoAngeli.
5. GUERINI I. Lingua facile e sviluppo identitario delle persone con disabilità intellettiva, FrancoAngeli, Milano, 2024 (in pubblicazione)
6. Gabrielli S. (2024). Inclusione e background migratorio. Il ruolo dei CPIA. Roma: Edizioni Conoscenza (in pubblicazione).
Bibliografia Di Riferimento
The same indicated in the programModalità Frequenza
Attendance is not mandatory but strongly recommendedModalità Valutazione
The evaluation takes place by means of a written exam (objective multiple choice test with one or two open questions) and takes place on a platform (at the Department's Telematic Place). The voting criteria are linked to the number of answers to multiple choice questions and to the qualitative evaluation of the open question (s).