Menù principale
B015241 - CLINICAL PEDAGOGY
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2020-21
Course year
Second year - Second Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
Course Type
Single education field course
Scientific Area
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION
Credits
12
Teaching Hours
72
Teaching Term
24/02/2021 ⇒ 05/06/2021
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
Italian Language
Course Content
The course aims at the knowledge of empirical evidence in education; the acquisition of the most effective methodologies in special and inclusive teaching, in the clinical approach and in the relationship of help towards people with functional diversity; critical reflection on the epistemological aspects of the concept of integration / inclusion; to the conscious use of language as a cultural and professional expression.
Suggested readings (Search our library's catalogue)
The Clinical Pedagogy course includes the integral study of the following materials:
1. L. Trisciuzzi, La pedagogia clinica. I processi formativi del diversamente abile, Laterza, Roma-Bari, 2003.
2. M. Piccioli, Relational Model e Cultural Model come incontro tra integrazione e inclusione. Un’occasione di sviluppo per la scuola italiana, ETS, Pisa, 2020.
3. M. Spaducci, From cure to care. La realtà dell’utopia di Adriano Milani Comparetti, Edizioni Conosceza, Roma, 2015.
4. L. d’Alonzo (a cura di), Dizionario di pedagogia speciale, Scholé, Brescia, 2019. This text is not mandatory, reading and consultation is recommended in particular for those who have never taken special pedagogy exams.
5. In relation to the professional interest of further study, a volume chosen by the student from those included in the following list:
- D. Capperucci, G. Franceschini (a cura di ), Introduzione alla pedagogia e alla didattica dell’inclusione scolastica. Riferimenti culturali, normativi, metodologici, Guerini scientifica, Milano, 2020.
- F. Dovigo (a cura di), Nuovo Index per l’inclusione. Percorsi di apprendimento e partecipazione a scuola, Carocci, Roma, 2014.
- F. Bocci, Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.
- E. Valtellina (a cura di), L’autismo oltre lo sguardo medico. I Critical Autism Studies, Erickson, Trento, 2020.
- D. Bulgarelli, Nido inclusivo e bambini con disabilità. Favorire e supportare il gioco e la comunicazione, Erickson, Trento, 2018.
1. L. Trisciuzzi, La pedagogia clinica. I processi formativi del diversamente abile, Laterza, Roma-Bari, 2003.
2. M. Piccioli, Relational Model e Cultural Model come incontro tra integrazione e inclusione. Un’occasione di sviluppo per la scuola italiana, ETS, Pisa, 2020.
3. M. Spaducci, From cure to care. La realtà dell’utopia di Adriano Milani Comparetti, Edizioni Conosceza, Roma, 2015.
4. L. d’Alonzo (a cura di), Dizionario di pedagogia speciale, Scholé, Brescia, 2019. This text is not mandatory, reading and consultation is recommended in particular for those who have never taken special pedagogy exams.
5. In relation to the professional interest of further study, a volume chosen by the student from those included in the following list:
- D. Capperucci, G. Franceschini (a cura di ), Introduzione alla pedagogia e alla didattica dell’inclusione scolastica. Riferimenti culturali, normativi, metodologici, Guerini scientifica, Milano, 2020.
- F. Dovigo (a cura di), Nuovo Index per l’inclusione. Percorsi di apprendimento e partecipazione a scuola, Carocci, Roma, 2014.
- F. Bocci, Una Mirabile avventura. Storia dell’educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011.
- E. Valtellina (a cura di), L’autismo oltre lo sguardo medico. I Critical Autism Studies, Erickson, Trento, 2020.
- D. Bulgarelli, Nido inclusivo e bambini con disabilità. Favorire e supportare il gioco e la comunicazione, Erickson, Trento, 2018.
Learning Objectives
Knowledge and understanding - Knowing the theoretical and methodological aspects of clinical pedagogy and the epistemological aspects of the concept of integration / inclusion.
Applying knowledge and understanding - Knowing the most effective educational and teaching methodologies for school and social integration/inclusion to make choices that are consistent with both the functional diversity of the person and the individual's life context.
Making judgments - Develop critical thinking on the epistemological, theoretical, methodological and applicative aspects of clinical pedagogy and on the concept of integration/inclusion.
Communication skills - Using language in a conscious way, as a cultural and professional expression of the knowledge and skills acquired and the skills developed.
Learning skills - Acquire the ability to deepen one's knowledge through an autonomous and partly self-determined training course in relation to individual professional interests, with a view to personalizing training processes.
Applying knowledge and understanding - Knowing the most effective educational and teaching methodologies for school and social integration/inclusion to make choices that are consistent with both the functional diversity of the person and the individual's life context.
Making judgments - Develop critical thinking on the epistemological, theoretical, methodological and applicative aspects of clinical pedagogy and on the concept of integration/inclusion.
Communication skills - Using language in a conscious way, as a cultural and professional expression of the knowledge and skills acquired and the skills developed.
Learning skills - Acquire the ability to deepen one's knowledge through an autonomous and partly self-determined training course in relation to individual professional interests, with a view to personalizing training processes.
Prerequisites
Good knowledge of the fundamentals of special pedagogy and basic psycho-pedagogical and didactic knowledge.
Teaching Methods
Direct and dialogic instruction with online resource integration and collaborative discussion (Moodle environment); teaching seminars, audio-visual projection for case studies.
Further information
The course is preferably aimed at students who have already taken special pedagogy exams in the three-year course.
Type of Assessment
Verification of learning will take place through a written test:
- with closed-ended questions to ascertain knowledge relating to the theoretical and methodological aspects of the discipline;
- with open-ended questions to ascertain the acquisition of the correct use of language as a cultural and professional expression of the discipline.
In the case of a limited number of students, the verification of learning can be carried out through an oral test.
- with closed-ended questions to ascertain knowledge relating to the theoretical and methodological aspects of the discipline;
- with open-ended questions to ascertain the acquisition of the correct use of language as a cultural and professional expression of the discipline.
In the case of a limited number of students, the verification of learning can be carried out through an oral test.
Course program
Clinical pedagogy is a specialized and emerging branch of educational sciences that deals with the personalized and inclusive approach aimed at people with functional diversity and their life context. The course aims at the knowledge of empirical evidence in education; the acquisition of the most effective methodologies in special didactics, inclusive didactics, in the clinical approach and in the relationship of help towards people with functional diversity; critical reflection on the epistemological aspects of the concept of integration / inclusion; the conscious use of language as a cultural and professional expression of the knowledge and skills acquired and the skills developed. Will be presented: the main approaches to inclusive education at national and international level with particular reference to the analysis of the concept of integration / inclusion; the qualitative and quantitative methods and the evidence criteria on the effectiveness of didactic interventions; tools for analyzing the use of language as a cultural and professional expression of knowledge and skills acquired and skills developed.