At the end of this module students will be able to achieve the following learning objectives
In terms of knowledge and understanding
- knowledge and understanding of the contribution of Special Pedagogy to Educational Research
- knowledge and understanding of the current state of the school and training system with regard to inclusive processes
- knowledge and understanding of the theoretical models of inclusion
- Knowledge and understanding of the dimensions and implications of inclusive processes in society especially on the processes of self-determination and independence of people with disabilities
In terms of the application of knowledge and understanding
- ability to connect the different planes - historical, epistemological, normative, scientific, socio-cultural - on which the evolution of Special Pedagogy unfolds;
- ability to identify strengths and critical points of the different theoretical models of inclusion;
- ability to transpose the results of the processes of self-determination and independence on the level of the educator's and educator's professionalism in the different contexts of action of people with disabilities.
In terms of Making judgement
- Ability to produce a personal and original critical analysis of the topics covered, placing it in the current socio-cultural context and with reference to the profession of educator.
In terms of communication skills
- being able to discuss - also in a virtual environment (forum) the topics dealt with supporting one's own positions with facts, personal experiences, significant considerations;
- be able to carry out analysis and synthesis of the topics dealt with, both through personal expositions and online work
- be able to argue in an original way their personal elaboration of the topics dealt with.
In terms of learning skills:
- demonstrate openness and interest in the topics covered
- be willing to investigate the repercussions that the issues under analysis may have on one's personal repertoire of knowledge, expectations, values and beliefs;
- demonstrate involvement and active participation in collective reflection and analysis;
- demonstrate a degree of ability to transfer the issues addressed to professional reality.
In terms of knowledge and understanding
- knowledge and understanding of the contribution of Special Pedagogy to Educational Research
- knowledge and understanding of the current state of the school and training system with regard to inclusive processes
- knowledge and understanding of the theoretical models of inclusion
- Knowledge and understanding of the dimensions and implications of inclusive processes in society especially on the processes of self-determination and independence of people with disabilities
In terms of the application of knowledge and understanding
- ability to connect the different planes - historical, epistemological, normative, scientific, socio-cultural - on which the evolution of Special Pedagogy unfolds;
- ability to identify strengths and critical points of the different theoretical models of inclusion;
- ability to transpose the results of the processes of self-determination and independence on the level of the educator's and educator's professionalism in the different contexts of action of people with disabilities.
In terms of Making judgement
- Ability to produce a personal and original critical analysis of the topics covered, placing it in the current socio-cultural context and with reference to the profession of educator.
In terms of communication skills
- being able to discuss - also in a virtual environment (forum) the topics dealt with supporting one's own positions with facts, personal experiences, significant considerations;
- be able to carry out analysis and synthesis of the topics dealt with, both through personal expositions and online work
- be able to argue in an original way their personal elaboration of the topics dealt with.
In terms of learning skills:
- demonstrate openness and interest in the topics covered
- be willing to investigate the repercussions that the issues under analysis may have on one's personal repertoire of knowledge, expectations, values and beliefs;
- demonstrate involvement and active participation in collective reflection and analysis;
- demonstrate a degree of ability to transfer the issues addressed to professional reality.
teacher profile teaching materials
The central theme of the entire course is characterised by an intersectional approach, which seeks the points of intersection between a multiplicity of identity axes and the related forms of oppression and exclusion (racism, sexism, xenophobia, homophobia, ableism, etc.). From this perspective, processes of liberation and consciousness-raising to combat social inequality must necessarily be structured to involve as many oppressed subjectivities as possible; these, with their historically and culturally situated perspectives, will become the protagonists of the lessons, opening up a multitude of interpretations of inclusion itself.
Programme
The course aims to present the main models of disability (the biomedical model, the social model, the biopsychosocial perspective, and Universal Design for Learning), analysing their strengths and weaknesses from an inclusive perspective. Of particular relevance is the theoretical and methodological framework of Disability Studies (British and American, Feminist Disability Studies, Critical Disability Studies), which interprets ‘disability’ as a socio-cultural construct rooted in the power relations that historically and traditionally oppress people and bodies.The central theme of the entire course is characterised by an intersectional approach, which seeks the points of intersection between a multiplicity of identity axes and the related forms of oppression and exclusion (racism, sexism, xenophobia, homophobia, ableism, etc.). From this perspective, processes of liberation and consciousness-raising to combat social inequality must necessarily be structured to involve as many oppressed subjectivities as possible; these, with their historically and culturally situated perspectives, will become the protagonists of the lessons, opening up a multitude of interpretations of inclusion itself.
Core Documentation
De Castro M. (2023). Culture, intersezioni, reti. Riflessioni pedagogiche e esperienze di formazione per una didattica inclusiva. Milano: Franco Angeli.Type of evaluation
The assessment consists of a closed-ended written exam, which will take place on the University’s online platform.