The ways of accessing the epistemological, socio-cultural, anthropological-educational value of Special Pedagogy, declined in an inclusive perspective, are characterized by the multiform and multifaceted categories, of a complex and pluralistic nature, of diversity and difference. In particular, the epistemological foundations of Special Pedagogy today require continuous rethinking in the light of the rapid transformations of associated life and of the interdisciplinary contaminations due to the incessant dialectical operations of readjustment. Special Pedagogy is a discipline that is always in progress, constantly called upon to review its theoretical constructs, good practices, the subjects-objects of investigation, the terminology, the methods and the direction of the research sense, with a style typical of those he is used to "inhabiting" frontier places by interrogating them and questioning himself. The course is aimed at acquiring the theoretical and methodological principles of Special Pedagogy interpreted as the science of integration and inclusion of people with disabilities and with "Special Educational Needs". Here it becomes of particular importance to carry out a careful critical reflection on the epistemological question of Special Pedagogy which must be understood as a science of inclusion, recognition and full valorisation of the educational potential of subjects with disabilities and with "Special Educational Needs", going beyond the limiting risks of reductionist and technical interpretations, increasingly dominant, of the languages of medicalization and the psychologization of diversity. Of particular importance is the transition from the integrative logic to that of the school and social inclusion process. The course aims at mastering the main concepts of diversity, deficit, handicap, integration, inclusion. In particular, within the course, attention will focus on the renewed professional profile of the specialized teacher, called to enrich and enhance his theoretical-practical training and his professional skills in an inclusive perspective, using the founding categories of educational care, of help and the educational value of the narrative approach.

The course will deal with the following topics in the order indicated

:- The epistemology of Special Pedagogy: the ongoing epistemological debate.

- Special Pedagogy and its definitions -

Special Pedagogy as a science of an autonomous nature, of a complex nature -

Pedagogy special, between borders, frontiers and synergistic contaminations

- Special pedagogy as a heuristic, transgressive, future-oriented science.

- Special Pedagogy as a science in progress.- Special Pedagogy as a science of integration-inclusion of diversity.

- Old and new models of classification of disability.

- The terminological and semantic problem in Special Pedagogy: taking care of words.

- A new interpretation of disability

Analytically, the course is aimed at the knowledge and understanding of:

- construction of inclusion: design models compared

- main lines of the bio-psycho-social anthropological model ICF - Individualized Educational Plan  for pupils with disabilities (PEI)

- integration, inclusion and Life Project

- role and skills of the specialized support teacher in an inclusive perspective.

- strengthening of the educational skills of the specialized support teacher referring to qualitative and quantitative research methods, in particular to the acquisition of a narrative educational gaze on diversity while avoiding the risks of medicalization

- the specialized support teacher as an inclusive professional: towards a new professional identity

- the specialized support teacher as a professional in educational care and assistance

- the specialized support teacher as mediator of the support and aid network in micro and macro social and cultural contexts

1.   Knowledge and understanding.

At the end of the course the student will have acquired the:

- knowledge of the main lines of the epistemological debate within Special Pedagogy with particular reference to its constitutive elements (problems and methods) and its relationship with other educational sciences;

- ability to identify, define and compare the fundamental characteristics of the theoretical and methodological approaches of Special Pedagogy with particular reference to inclusive school and social processes.

2.   Applying knowledge and understanding.

At the end of the course the student will have to demonstrate the ability to:

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

- recognize the different theoretical approaches and work conceptually with them;

- analyze the characteristics of some inclusive tools related to the school environment, such as PEI, PDP, PAI interpreted in the light of the explored constructs.

3.   Autonomy of judgement (making judgements).

At the end of the course the student will have to demonstrate the aptitude to:

- to use knowledge and concepts that allow to reason according to the plural and open logic of the discipline;

- identify intervention methodologies suitable for different contexts (ICF logic);

- know how to propose hypotheses of intervention and deal with pedagogical cases related to inclusion.

- design inclusive good care and help practices

4.   Communication skills.

At the end of the course the student must have acquired the ability to:

- use the specific vocabulary of the discipline in its meaning of reflection and operational practices in the field;

- know how to communicate with congruent tools faced during the teaching course.

- communicate with the specific disciplinary language with school operators;

5.   Learning skills.

At the end of the course the student will have acquired the ability to:

- analyze and critically evaluate, in their reflexive and epistemological aspects, the constructs of the discipline related to the school environment and beyond;

- investigate independently the problems related to the different educational contexts (school and extra-school);

- to find the necessary sources for the development of reflections and projects aimed at an inclusive perspective;

- construct hypotheses of intervention related to pupils/persons with disabilities and BES.

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

The course will be organized using a "plural" teaching based on lectures, but also term papers, videos, individual research, laboratory exercises, seminars, debates on specific topics, group work, etc.

In order to encourage innovative teaching, some moments of laboratory activity related to the narrative project entitled: "Encountering diversity: a sensitive knowledge", with the use of mixed qualitative and quantitative research methods, are foreseen within the course.

A specific moment of formative evaluation is foreseen on some issues addressed, without suspension of the lessons.

Innovative teaching methods

The face-to-face teaching method will be enriched with individual and group exercises and insights. Some topics of the course will be treated through the use of diversified languages for exemple: illustrative videos, film clips, documentaries. Students will be encouraged to create multimedia products according to the narrative-autobiographical method (video, podcast, etc.) with the use of other expressive languages such as music and dance. In addition, strategies such as the "Flipped classroom", the reading of articles or essays to be discussed together in a critical-constructive way with “Debate” practices will be implemented. Finally, the intervention of experts is foreseen.

Attendance

A course only without the actual going to class.

Course books

1.  P. Gaspari, La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni. Franco Angeli, Milano, 2023. (pp.287).

2. P. Gaspari, L'insegnante specializzato al bivio. Riflessioni critiche per un nuovo identikit professionale, Franco Angeli, Milano, 2015. (pp. 193).

3. P. Gaspari, Cura educativa, relazione d'aiuto e inclusione: le categorie fondative della Pedagogia speciale nelle professionalità educative, Anicia, Roma, 2021. (pp. 238).

4. P. Gaspari, Per una Pedagogia speciale oltre la medicalizzazione, Guerini Scientifica, Milano, 2017. (pp. 224).

Assessment

The assessment of learning will take place thanks to a final exam carried out in written form with open answers (e.g., short essay with space and time limits) as the objective of the test is mainly to verify the ability to use knowledge and concepts that allow for reflection following the specific epistemic logic of the discipline. It becomes of particular importance to identify and define the main theoretical constructs related to inclusive processes; develop some effective pedagogical-didactic tools; knowing how to construct intervention hypotheses functional to the training needs of individuals with disabilities and SEN. In addition, ongoing monitoring and evaluation moments are envisaged.

Disability and DSA

Students who have registered the disability certification or the DSA certification at the Inclusion and Right to Study Office can ask to use concept maps (for keywords) during the exam.

To this end, it is necessary to send the maps, two weeks before the exam session, to the teacher of the course, who will verify their consistency with the indications of the university guidelines and may request modifications.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

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. 

You can contact the teacher by mail and appointment.

Attendance

A course only without the actual going to class.

Course books

1.  P. Gaspari, La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni. Franco Angeli, Milano, 2023. (pp.287).

2. P. Gaspari, L'insegnante specializzato al bivio. Riflessioni critiche per un nuovo identikit professionale, Franco Angeli, Milano, 2015. (pp. 193).

3. P. Gaspari, Cura educativa, relazione d'aiuto e inclusione: le categorie fondative della Pedagogia speciale nelle professionalità educative, Anicia, Roma, 2021. (pp. 238).

4. P. Gaspari, Per una Pedagogia speciale oltre la medicalizzazione, Guerini Scientifica, Milano, 2017. (pp. 224).

Assessment

The assessment of learning will take place thanks to a final exam carried out in written form with open answers (e.g., short essay with space and time limits) as the objective of the test is mainly to verify the ability to use knowledge and concepts that allow for reflection following the specific epistemic logic of the discipline. It becomes of particular importance to identify and define the main theoretical constructs related to inclusive processes; develop some effective pedagogical-didactic tools; knowing how to construct intervention hypotheses functional to the training needs of individuals with disabilities and SEN. In addition, ongoing monitoring and evaluation moments are envisaged.

Disability and DSA

Students who have registered the disability certification or the DSA certification at the Inclusion and Right to Study Office can ask to use concept maps (for keywords) during the exam.

To this end, it is necessary to send the maps, two weeks before the exam session, to the teacher of the course, who will verify their consistency with the indications of the university guidelines and may request modifications.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

During the course, educational exercises will be carried out in small-medium groups of students on educational-didactic design (and not only) developed for students with disabilities in order to acquire elements of evaluation of the level of mastery achieved by the students.