The purpose of this Course is to promote knowledge about the scientific and cultural evolution of Special Pedagogy, from its beginnings to current events. In particular, after an analysis of the fundamental stages of this evolution, attention will be focused on the passage (still subject to debate) from the definition of Special Pedagogy to Inclusive Pedagogy. Everything will be analyzed and argued in the light of the international perspective of Disability Studies, a field of study that questions a series of questions concerning the definition of disability and its social representation, to the point of making it the object of a paradigmatic study to analyze how society behaves with otherness. The link between Disability Studies, Institutional Analysis and Socioanalysis will then be the subject of study, which constitute two other rather significant currents of thought in the perspective of the analysis proposed in this Course.
With the study of Inclusive Pedagogy and Disability Studies the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the salient aspects of the History of the Education of the Disabled
- knowledge and understanding of the evolution of Special Education from the beginning to Inclusive Education.
- knowledge and understanding of the Disability Studies perspective
- knowledge and understanding of the perspective of Institutional Analysis and Socioanalysis
- knowledge and understanding of the current state of the education and training system regarding inclusive processes
In terms of applying knowledge and understanding:
- skills to make connections between the different perspectives analyzed, detecting the invariants and the variants, both on the synchronic and on the diachronic level;
- skills to identify the problematic nodes emerging from the interaction of the different perspectives analyzed
- skills to identify the implications and operational repercussions in the scholastic and university world
In terms of Making judgements
- Skills to produce a personal and original critical analysis of the topics dealt with by placing it in the current context of the national and international training system
In terms of Communication skills:
- be able to debate the topics dealt with in the classroom supporting their positions with facts, personal experiences, significant considerations
- be able to carry out analysis and synthesis of the topics dealt with, both with personal exhibitions and through group work
- be able to argue in an original way the personal elaboration of the topics dealt with
In terms of Learning skills:
- demonstrate openness and interest in the topics dealt with;
- be available to investigate the repercussions that the questions analyzed may have on the personal repertoire of knowledge, expectations, values and beliefs;
- demonstrate involvement and active participation in collective reflections and analyzes;
- show a degree of transferability of the topics dealt with to the professional field.
With the study of Inclusive Pedagogy and Disability Studies the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the salient aspects of the History of the Education of the Disabled
- knowledge and understanding of the evolution of Special Education from the beginning to Inclusive Education.
- knowledge and understanding of the Disability Studies perspective
- knowledge and understanding of the perspective of Institutional Analysis and Socioanalysis
- knowledge and understanding of the current state of the education and training system regarding inclusive processes
In terms of applying knowledge and understanding:
- skills to make connections between the different perspectives analyzed, detecting the invariants and the variants, both on the synchronic and on the diachronic level;
- skills to identify the problematic nodes emerging from the interaction of the different perspectives analyzed
- skills to identify the implications and operational repercussions in the scholastic and university world
In terms of Making judgements
- Skills to produce a personal and original critical analysis of the topics dealt with by placing it in the current context of the national and international training system
In terms of Communication skills:
- be able to debate the topics dealt with in the classroom supporting their positions with facts, personal experiences, significant considerations
- be able to carry out analysis and synthesis of the topics dealt with, both with personal exhibitions and through group work
- be able to argue in an original way the personal elaboration of the topics dealt with
In terms of Learning skills:
- demonstrate openness and interest in the topics dealt with;
- be available to investigate the repercussions that the questions analyzed may have on the personal repertoire of knowledge, expectations, values and beliefs;
- demonstrate involvement and active participation in collective reflections and analyzes;
- show a degree of transferability of the topics dealt with to the professional field.
teacher profile teaching materials
In the first, the evolution of Special Pedagogy is outlined from its beginnings to actuality, problematizing the question that today has evolved towards its conceptualization as Inclusive Pedagogy. In this sense, a series of questions that will be read both in synchronic and diachronic terms are critically analyzed.
The second part concerns the position of Disability Studies with respect to the current debate on inclusion, current educational and social policies as well as on social representations of disability in particular (as a cultural construction) and of "diversity" in general.
The third part concerns Institutional Analysis and Narrative Socioanalysis as perspectives of transversal investigation of the previous lines, which are offered as "tools" for the analysis of political, cultural and scientific issues of the topics addressed.
Bocci F., Pedagogia Speciale come Pedagogia Inclusiva (in pubblicazione)
Goodley D., D’Alessio S., Ferri, B., Monceri F., Titchkosky T., Vadalà G., Valtellina E., Migliarini, V. , Bocci F., Marra A.D. e Medeghini R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.
Gueli C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.
Programme
The Course is divided into three parts.In the first, the evolution of Special Pedagogy is outlined from its beginnings to actuality, problematizing the question that today has evolved towards its conceptualization as Inclusive Pedagogy. In this sense, a series of questions that will be read both in synchronic and diachronic terms are critically analyzed.
The second part concerns the position of Disability Studies with respect to the current debate on inclusion, current educational and social policies as well as on social representations of disability in particular (as a cultural construction) and of "diversity" in general.
The third part concerns Institutional Analysis and Narrative Socioanalysis as perspectives of transversal investigation of the previous lines, which are offered as "tools" for the analysis of political, cultural and scientific issues of the topics addressed.
Core Documentation
Bocci F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.Bocci F., Pedagogia Speciale come Pedagogia Inclusiva (in pubblicazione)
Goodley D., D’Alessio S., Ferri, B., Monceri F., Titchkosky T., Vadalà G., Valtellina E., Migliarini, V. , Bocci F., Marra A.D. e Medeghini R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018.
Gueli C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.
Reference Bibliography
Bocci F., Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011. Bocci F., Pedagogia Speciale come Pedagogia Inclusiva (in pubblicazione) Goodley D., D’Alessio S., Ferri, B., Monceri F., Titchkosky T., Vadalà G., Valtellina E., Migliarini, V. , Bocci F., Marra A.D. e Medeghini R., Disability studies e inclusione. Per una lettura critica delle politiche e pratiche educative, Erickson, Trento, 2018. Gueli C., Educazione e pedagogia autogestionaria. Una ricerca su Georges Lapassade, Sensibili alle foglie, Roma, 2018.Type of delivery of the course
The Course, theoretical and practical, includes lectures, group discussions, team working, workshopsAttendance
Attendance at lessons is not mandatoryType of evaluation
The exam includes oral interviews and presentations of individual and group works. Students can participate on a voluntary basis in activities and exercises aimed at reducing the educational load