The course aims to analyze the relationship between special needs education and the professional figure of the educator as master of aid and educational care, in view of inclusion of people with disabilities and "special educational needs". Particular attention will be paid to pedagogical categories of educational aid and care, disability's reduction to promote diversity, inclusion and integration processes in schools and, most importantly, in an extraschool context. Major importance within the course assumes the figure of educator in his/her identity, role and specific skills. A key role will be given to rehabilitative intervention taken by educators and to the most important planning models to be taken to promote an effective accompanying path for diversities in micro and macro contexts of life. It will also afford related issues about special needs teacher and, more specifically, the complexity of skills to enhance inclusive perspective and the current debate on the evolution of the profession itself.

Introductory course 

- Epistemology in special needs education. 

- Special needs education as pedagogy of integration and inclusion.

- Terminological ambiguities in special needs education: deficit, handicap, disability, "special educational needs". 

- For a special needs education beyond the school. 

- Special needs education and educational care. 

- "Special" skills of the educator. 

- The relationship in aid and care education. 

- Educational and social integration.

- Integration as planning. 

- From integration to inclusion: comparing models. 

- Educational and social inclusion. 

- Quality indicators of social inclusion process.  

One Subject course 

- The professional educator: identity, role and skills.  

- The problem of formation. 

- "Competent" accompaniment function and life plan. 

- The educator and good inclusive practices. 

- The professional educator as expert of educational care and supportive relationship.

- The "reduction of disability", curricular and inclusive planning. 

- The social educator as expert of the territory and extra-school teaching. 

- The professional educator and inclusive perspective. 

- The social educator as existential and cultural agent of change. 

- The professional educator: identity, role and skills. the problem of formation. "Competent" accompaniment function and life plan. 

- The educator and good inclusive practices. 

- The social educator as expert of the territory and extra-school teaching. 

- The territorial and social educator education extras. 

- The social educator as existential and cultural agent of change. 

- The professional educator and inclusive perspective. 

- Planning the inclusion: from personal care to land's care. 

- The professional educator and the promotion of personal, social, relational and functional autonomies of disabile person (leisure, social sentimental and emotional relationship's, business orientation, etc...). 

- Narrative and inclusion. 

- Special needs teacher 's training in inclusive school. 

- Special educational needs teacher in inclusive education: towards a new professional identity. 

- The skills of the teacher specialized in optics inclusive growth. 

- The teacher specialized support in inclusive education: toward a new professional identity.

The student:

- will be required to show an adequate mastery of basic knowledge concerning the main lines of the epistemological debate in special needs education with special reference to constituent elements (problems and methods) of discipline, even from the terminology point of view;

-will be required to demonstrate to understand similarities and differences in (educational and social) integration and inclusion processes of disabled and with "special educational needs" pupils;

-will be required to show the ability to think critically and independently about the ongoing challenges in special needs education, especially in the recent debate's context on the redefinition of the role and competences of experts of aid and care, as the professional educator;

- will have to show an adequate level of proficiency in skills acquired through the project model of care and help, handicap's reduction and life plan in extra-school context, with a view to a synergy with other training agencies in the territory.

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

Lectures, essays, seminars, debates on specific topics, group work.

Attendance

A course only without the actual going to class.

Course books

AA.VV., Inclusione sociale e disabilità. Linee guida per l'autovalutazione della capacità inclusiva dei servizi, Erickson, Trento, 2013. (pp.192)
P. Gaspari, Pedagogia speciale: questioni epistemologiche, Anicia, Roma, 2012. (pp. 141)
P. Gaspari, La Pedagogia speciale e l'educatore professionale in prospettiva inclusiva, Anicia, Roma, 2012. (pp.170) 
P. Gaspari, Insegnante specializzato al bivio. Riflessioni critiche per un nuovo "identikit" professionale, Franco Angeli, Milano, 2015. (pp.193)

Assessment

The oral examination is the official test of assessment. There also will be a formative assessment test (at the end of the course) consisting in a written paper with two-three open questions concerning the basic discipline and typifying the job and the professional purpose of the educator. This test is designed to monitor the level of mastery achieved by the students on the fruit of knowledge acquired, and represents for students an important opportunity for self-assessment.

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 via email and by appointment.

Attendance

A course only without the actual going to class.

Course books

AA.VV., Inclusione sociale e disabilità. Linee guida per l'autovalutazione della capacità inclusiva dei servizi, Erickson, Trento, 2013. (pp.192)
P. Gaspari, Pedagogia speciale: questioni epistemologiche, Anicia, Roma, 2012. (pp. 141)
P. Gaspari, La Pedagogia speciale e l'educatore professionale in prospettiva inclusiva, Anicia, Roma, 2012. (pp.170) 
P. Gaspari, Insegnante specializzato al bivio. Riflessioni critiche per un nuovo "identikit" professionale, Franco Angeli, Milano, 2015. (pp.193)

Assessment

The oral examination is the official test of assessment. There also will be a formative assessment test (at the end of the course) consisting in a written paper with two-three open questions concerning the basic discipline and typifying the job and the professional purpose of the educator. This test is designed to monitor the level of mastery achieved by the students on the fruit of knowledge acquired, and represents for students an important opportunity for self-assessment.

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.

During the course, there will be a tutorial teaching in small-middle group of students on extra-school planning developed for pupils with "special educational needs", in order to acquire elements of formative assessment on the level of proficiency attained by the students.