Università Roma Tre

The course will analyze essential issues for Special Education confronting ideas, languages, intervention and different experiences, maintaining as funding elements in relationship an attitude to empathy and gratuitousness.
The purpose of the course is to evidence in different situations of disability the different intervention applicable relating to helping relationships.
Emphasis will be on following issues:
1)different methods of education and care intervention related to different disabilities and learning disorders
2)how an adult with fisical or mental disability can acquire decision making competence, can be able to project or participate one’s own life project
3)empathic skills wich help to gain self consciousness, responsible action and gratuitousness
4) Life project for a family with a disabled child

A) Text:
- B. Grasselli et alii, Potenziamento ‘abilitante’ nei disturbi specifici di apprendimento, Armando, in corso di stampa;
- A. Oliverio Ferraris, A. Oliverio, Più forti delle avversità,Bollati Boringhieri, Torino, 2014;
- A. Goussot, Il disabile adulto, Maggioli, Rimini, 2010.

B) One of the following:
- L. Boella, Sentire l’altro, Raffaello Cortina, Milano, 2008;
- S, Baron Cohen, La scienza del male. L’empatia e le origini della crudeltà, Cortina Raffaello, 2012;
- Carmelo Samonà, Fratelli, Sellerio, Palermo, 2008.

The course aims to develop the skills necessary to realize the integration processes of quality in the various contexts of life (family, school, leisure, work) in an inclusive dimension.
Through capacity development of instructional design of an inclusive environment, the course offers music therapy as an effective way to promote learning and participation, and to remove the obstacles preventing the exercise of full citizenship.


Aims
- Know the fundamentals of inclusive education and skills to achieve it
- Recognize that the diversity of the people are not elements of discrimination and do not justify the reduction of the rights and opportunities
- Learn about the educational potential of music therapy at school for the personal and social integration of diversity, through the focus of the strategic links between music therapy and education.

To take the exam, all students (attending and not attending) will see the following Part A and Part B:

A) Books
• L. Chiappetta Cajola, Ciraci A.M., Didattica Inclusiva. Quali competenze per gli insegnanti?, Armando, Roma, 2013.
• L. Chiappetta Cajola, A. L. Rizzo, Musicoterapia a scuola: processi inclusivi nella prospettiva dell’ICF-CY, (in corso di stampa).


B) On-line activities
1. Chiappetta Cajola, L. (2014a). Indagini quantitative negli studi della disabilità e dei DSA: problemi e prospettive in ambito nazionale e internazionale. ECPS Journal, 9, 311–346.
2. Chiappetta Cajola, L., & Rizzo, A. (2014). Gioco e disabilità: l’ICF-CY nella progettazione didattica inclusiva nel nido e nella scuola dell’infanzia. Form@Re - Open Journal Per La Formazione In Rete, 14(3), 25-42. doi:10.13128/formare-15271