The professional educator, as someone who helps and takes care of people in situations of disadvantage and deviance, is supposed to:

acquire  basic  knowledge and method competences  related to education kow-how focused  on the problems of disadvantage and deviance;

develop knowkedge and competences related to the social management of didactic and educational services aiming at a global understanding of educational problems both in a methodological and  operational perspective in order to face experiences of social weakness and susceptibility;

Increase the theoretical and method  knowlegde related to educational planning for social inclusion and integration, divided into: adequate mastery of instruments to analyse the educational situations considered from a variety of profiles (historical, cultural, social, psychological); condignly mastery of the methods of educational planning in social disadvantage, research oriented; adequate mastery of organizational and managerial strategies for  educational work, also to face  emergency situations; adequate mastery of monitoring and assessment  procedures of  the educational actions.

Introductory course

The main theoretical  models of  social disadvantage and deviance.

Prejudices and social and cultural stigmatisation of “ different” and disability individuals.

Integration and inclusion, objectives of special-needs teaching and of education of disadvantage and deviance.

The ecological-systemic, phenomenological, cognitive approaches.

The network logics, basic educational methods to work in situations of disadvantage and deviance.

Definition of the role of professional educator operating in the field of disadvantage and deviance.

The professional competences of the educator who is supposed to “take care” of  weak and vulnerable  individuals/groups.

The resilience, professional skill to face totality educational situations.

The help-based relationship in situations of disability, marginalities and deviance.

The competent support in experiences of educational weakness and social susceptibility.

The necessary synergies to face the complexity of educational action in “difficult” situations.

The life plan, in an ecological-systemic perspective, in situations of disability, weakness and risk of social marginalization.

The quality indicators in the process of social inclusion.

The phenomenology of marginality and deviance.

The educational paradigms of deviance.

The main theoretical models of deviance between normality and pathology.

Transgressive lifestyles, addiction, marginality, deviance.

The objectives of the intervention of integration and social inclusion.

The professional competences of the educator in an inclusive perspective.

The relational strategies in “difficult“ contexts.

The educational ecological-systemic intervention: from care of individual to care of territory.

The narrative approach from an inclusion point of view.

Definition of quality indicators of social inclusion.

1. Knowledge and understanding skill

By the end of the course the student will be required to:

-  Know the basic aspects concerning the educational knowledge and the methodological competences focused on the problems of deviance and marginality.

-  Be able to identify and compare the basic features of the theoretical and methodological approaches of special needs Pedagogy and Pedagogy of social disadvantage and deviance with reference to social inclusion;

-  Be able to  show critical  and independent thinking on the current problems of education of marginality and deviance;

-  Be able to show specific competences acquired through the critical analysis of the project models of care, help and social  inclusion, as described by experts in the field and privileged witnesses.

2. Applied knowledge and understanding  skills

By the end of the course the student will have to:

-  know and understand the concepts and the theories of the course;

-  recognize the different theoretical settings and be able to work with concepts on them;

-  be able to analyse the characteristics of some educational strategies in order to develop life plans based on integration and inclusion.

3. Independent  judgement

By the end of the course the student will have to show attitude to:

-  use knowledge and concepts that enable him to reason according to the plural and open logics of the discipline;

-  identify methods of intervention suitable for different contexts;

-  Advance hypothesis of intervention and face educational cases referring to integration and inclusion.

4. Communication skills

By the end of the course the student will have to:

-  use the specific vocabulary of the discipline as for considerations and operational procedures;

-  be able to communicate with suitable instruments that have been studied during the course;

-  Be able to communicate using the specific language with professionals in the area.

5. Learning skills

By the end of the course the student will be able to:

-  analyse and judge critically the constructs of the discipline, in their theoretical and epistemological aspects in relation to the social environment;

-  examine independently the problems connected to the different contexts of intervention;

-  find the necessary sources to develop considerations and projects aiming at integration and social inclusion;

-  build hypothesis of intervention for rejected and disadvantaged individuals.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Taught class, in-depth essays, seminars, debates on specific topics, group works, participation of experts in the field and of privileged witnesses.

Attendance

A course only without the actual going to class.

Course books

Required books:

P. Gaspari, Per una Pedagogia speciale ‘oltre’ la medicalizzazione, Guerini, Milano, 2017, only second section, p.97-222.

P. Bertolini, L. Caronia, Ragazzi difficili. Pedagogia interpretativa e linee di intervento. Nuova edizione aggiornata a cura di Pierangelo Barone e Cristina Palmieri, FrancoAngeli, Milano, 2015, also in e-book.

You can choose from one of the following textbooxs:

L. Grosso e L. Camoletto (a cura di), Oltre i confini dei raves. Le spirali del divertimento fra rischio e pregiudizio, Edizioni Gruppo Abele, Torino, 2011.

C. Moreno, S. Parrello, I. Iorio, La mappa e il territorio. Ripensare l'educazione fra strada e scuola, Sellerio editore, Palermo, 2014, fino a pag. 141 e da 273 a 279.

F. Dettori, G. Manca, L. Pandolfi, Minori e famiglie vulnerabili. Ruolo e interventi dell'educatore, Carocci editore, Roma, 2013.

Assessment

Oral exam to assess the ability to:

-  use knowledge and concepts that enable the reflection  according to the internal logic of the discipline;

-  identify and define the main theoretical constructs related to the processes of marginality, deviance, integration, inclusion;

-  prove to be able to build hypothesis of intervention related to individuals living in situations of weakness, susceptibility and social exclusion.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Not attending students can take advantage of educational materials (articles, essays, diagrams, videos, etc.) registered by the Teacher in the Moodle platform, blended.uniurb.it. It is possible to contact the teacher by email and by appointment.

Course books

Required books:

P. Gaspari, Per una Pedagogia speciale ‘oltre’ la medicalizzazione, Guerini, Milano, 2017, only second section, p. 97-222.

P. Bertolini, L. Caronia, Ragazzi difficili. Pedagogia interpretativa e linee di intervento. Nuova edizione aggiornata a cura di Pierangelo Barone e Cristina Palmieri, FrancoAngeli, Milano, 2015, also in e-book.

You can choose from one of the following textbooxs:

L. Grosso e L. Camoletto (a cura di), Oltre i confini dei raves. Le spirali del divertimento fra rischio e pregiudizio, Edizioni Gruppo Abele, Torino, 2011.

C. Moreno, S. Parrello, I. Iorio, La mappa e il territorio. Ripensare l'educazione fra strada e scuola, Sellerio editore, Palermo, 2014, fino a pag. 141 e da 273 a 279.

F. Dettori, G. Manca, L. Pandolfi, Minori e famiglie vulnerabili. Ruolo e interventi dell'educatore, Carocci editore, Roma, 2013.

Assessment

Oral exam to assess the ability to:

-  use knowledge and concepts that enable the reflection  according to the internal logic of the discipline;

-  identify and define the main theoretical constructs related to the processes of marginality, deviance, integration, inclusion;

-  prove to be able to build hypothesis of intervention related to individuals living in situations of weakness, susceptibility and social exclusion.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.