Study-unit SPECIAL PEDAGOGY IN CHILDHOOD
| Course name | Sciences of education |
|---|---|
| Study-unit Code | A001014 |
| Curriculum | Educatore dei servizi educativi per l'lnfanzia |
| Lecturer | Moira Sannipoli |
| CFU | 9 |
| Course Regulation | Coorte 2021 |
| Supplied | 2023/24 |
| Supplied other course regulation | |
| Type of study-unit | Obbligatorio (Required) |
| Type of learning activities | Attività formativa integrata |
| Partition |
SPECIAL PEDAGOGY LABORATORY IN CHILDHOOD 03
| Code | A001030 |
|---|---|
| CFU | 1 |
| Lecturer | Moira Sannipoli |
| Lecturers |
|
| Hours |
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| Learning activities | Caratterizzante |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Sector | M-PED/03 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | The deafness. The blindness. The autism. Design of interventions included in 0-6. |
| Reference texts | The in-depth material will be uploaded on the Unistudium platform. |
| Educational objectives | Knowledge of the following: - blindness; - deafness; - autism; - Design of integrated interventions. Capability related to: - understanding sensory disability skills and difficulties; - Activate processes of care, growth and development of children, contexts and relationships to improve their quality; - understanding the educational needs and demands of children in this situation and contexts to know how to give personalized educational answers; - activating reflexive practices. Competence in relation to: - be able to plan pre-school education in the presence of special educational needs; - be able to develop communicative and relational skills; - be able to develop critical-reflective skills; - be able to develop decision-making skills, autonomy of judgement and aptitude for problematization; - be able to the specificities of the educational profession to develop professional identity and personal responsibility for learning outcomes for those involved in educational interventions; - be able to the ability to learn to learn. |
| Prerequisites | It is necessary to have attended the course of Special Pedagogy in childhood. |
| Teaching methods | Simulate. Group work. Construction of a personal documentation portfolio |
| Learning verification modality | In general terms, the test checks the following aspects: - Knowledge and understanding - Ability to apply knowledge and understanding: Synthesis and detail; - Autonomy of judgment, understood as the ability to produce independent judgments, arriving at coherent reflections on the proposed topics; - Communication skills, conceived as the ability to convey information, ideas, problems and solutions to other interlocutors; - Learning skills, understood as the ability necessary to advance in studies with a high degree of autonomy. Evaluation of the workshop will be done through assignments handed out on the way and through accompanying diary entries. A self-assessment by the student is planned. |
| Extended program | The laboratory intends to promote and implement the knowledge and understanding of sensory disabilities with particular attention to dynamics and inclusive design. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Health and well-being. Decent work and economic growth. Reducing inequality. |
SPECIAL PEDAGOGY IN CHILDHOOD
| Code | A001029 |
|---|---|
| CFU | 8 |
| Lecturer | Moira Sannipoli |
| Lecturers |
|
| Hours |
|
| Learning activities | Caratterizzante |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Sector | M-PED/03 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | The topics covered in the course are the following : - The contribution of the Special Education : A look at history; - The concepts of Inseriment, Integration and Inclusion; - Diversity and differences; - The special educational needs; - International Classifications proposed by WHO on the concept of disability; - National Regulatory Framework and international educational inclusion; - The co-evolutionary perspective and the different educational approaches; - The birth of a disabled child and the experience of bereavement; - The weight of the diagnosis: medical knowledge and pedagogical knowledge compared and dialogue; - Services 0-3 and the educational challenge of inclusion; - The "special normality"; - Individualize and customize services 0-3; - The zone of proximal development and the mediation; - Observation , documentation and design as educational care tools; - The networking; - The help relationship as a lightweight gift: meet, know and accompany; -The early detection of difficulties: cure and care with education; - Shared reading as an inclusive tool; - Educational poverty and intervention strategies. |
| Reference texts | CANEVARO A., FERRARO A., Diagnosi e prognosi in riabilitazione infantile, Erickson, Trento 2019. MACCHIA V., EMILI A.E. (a cura di), Leggere l'inclusione. Albi illustrati e libri per tutti e per ciascuno, ETS, Pisa 2020. DEMO H., IANES D., Specialità e normalità? Affrontare il dilemma per una scuola equa e inclusiva per tutt*, Erickson, Trento 2022. SANNIPOLI M., Fin dall'infanzia. Professionalità educative e sconfinamenti inclusivi, PensaMultimedia, Lecce 2023. Gli studenti iscritti ad altri corsi di studio che scelgono l'esame come opzionale, sono invitati a contattare la docente per una personalizzazione dei libri di testo. Studenti Erasmus WHO, International Classification of Functioning, Disability and Health (ICF),World Health Organization, 2001 CAST (2011). Universal Design for Learning Guidelines version 2.0., Author, Wakefield (MA) European Commission, Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities, Bruxelles 2009. Non-attending and working students may refer to the same textbooks. Students with disabilities and/or with Learning Disabilities can check with the lecturer about the accessibility of the texts themselves. |
| Educational objectives | The course aims to promote: - Knowledge and understanding of the discipline; - Autonomy of judgment on proposed topics; - Consistent communication skills; - Critical and reflective learning skills. At the end of the course the student knows: - the hermeneutic framework of the inclusive perspective; - the methodological premise to develop the inclusive perspective and the integration of children with SEN; - the concepts of diversity and differences; - the main classification systems promoted by the WHO for the construction of a Life Project, in relation to the original characteristics of the person with disabilities and the context of belonging from the family; - current educational approaches to people with disabilities in terms of increasing autonomy and self-efficacy. At the end of the course the student (competence and capabilities) is able to: - use operational tools of educational professionalism (observation, documentation and design); - build an inclusive project, knowing the need for special needs and problem situations, identifying the skills of professionals and the institutional and inter-institutional collaborative activities that can be activated; - design educational interventions between children with SEN, family, 0-6 education services, social and health services in order to make Project Life a reality; - enter the workplace, using the knowledge and experience acquired; - integrate its knowledge in accordance with regulatory changes and international guidelines; - produce documentation of educational experiences that refer to various institutional clients, families and services. |
| Prerequisites | It's recommended the frequency and passing the exams of General Pedagogy, Developmental Psychology and Forms and Traditions of Philosophy. |
| Teaching methods | Frontal lessons, brainstorming, simulations, exercises and problem solving. |
| Other information | It is strongly recommended that you attend the course. Non-attending students may submit the same program, requesting clarification to the teacher. The lessons' materials will still be shared on the Unistudium platform, which is recommended to be viewed systematically. It is also recommended to read the text D'ADAMO A., Come d'aria, Elliot, Roma 2023. |
| Learning verification modality | In general terms, the test checks the following aspects: - Knowledge and understanding - Ability to apply knowledge and understanding: Synthesis and detail; - Autonomy of judgment, understood as the ability to produce independent judgments, arriving at coherent reflections on the proposed topics; - Communication skills, conceived as the ability to convey information, ideas, problems and solutions to other interlocutors; - Learning skills, understood as the ability necessary to advance in studies with a high degree of autonomy. Written test 3 short open questions (up to 15 lines) Time: 90 minutes Female and male students with disabilities and/or DSA are invited to visit the page dedicated to the tools and measures provided and to agree in advance on what is necessary with the teacher (https://www.unipg.it/disabilita-e-dsa). |
| Extended program | The course aims to reflect on the importance of building inclusive contexts from early childhood services. Many are today children with Special Educational Needs that attend childcare services and which require the construction of truly inclusive environments. The course will seek to focus on forms of authentic pedagogical care that recognizes diversity from the very beginning and promotes differences, through educational practices of special normality. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Health and wellness. Quality education. Reducing inequality. |