Università Roma Tre

The course arises from the desire of creating a significant combination between life and knowledge, in an attempt to develop a reflection on resources, ideas, and integration process projects in different contexts.
The cooperation between disabled persons and students will allow experiencing, recognizing and analyzing difficulties and fears in the relationship I-you-us. Moreover, it will make it possible to know histories, training and professional processes, and particular inclusion paths.
Theory and methodology of the present workshop arise from the Transactional Analysis theory of E. Berne, the Person Centred Approach of C. Roges, and the ways of interpretation and intervention of F. Montuschi.
This workshop addresses Specific Learning Disorders (namely DSA in Italian), focusing particularly on reading difficulties (dyslexia).
The workshop consists of a theoretic part, aiming to reach basic knowledge on DSA and at analyzing the legislative texts, from the law 170/2010; and of an operating part, to explore possible educational interventions.

- A. Canevaro, A. Goussot, La difficile storia degli handicappati, Carocci, 2005.
- F. Montuschi, Competenza affettiva e apprendimento, La Scuola,
- L. Boella, Sentire l’altro. Conoscere e praticare l’empatia, Raffaello Cortina, Milano 2006.
Articoli di approfondimento disponibili sul sito della docente.

Testi a scelta (B)
Scegliere 1 testo tra questi indicati
B. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.
M. Arduino, Il bambino che parlava con la luce, Einaudi, 2014.
G. La Rovere, Hallo Harry! Hi Benny!”, Mursia, 2016.
B. Marziale, V. Volterra, Lingua dei segni, società, diritti, Carocci, 2016.
B. Grasselli et al., Potenziamento abilitante nei disturbi specifici di apprendimento, Armando, 2015.
G. Fassari, Il desiderio di imparare attraverso l’arte, Armando, 2016.

The course arises from the desire of creating a significant combination between life and knowledge, in an attempt to develop a reflection on resources, ideas, and integration process projects in different contexts.
The cooperation between disabled persons and students will allow experiencing, recognizing and analyzing difficulties and fears in the relationship I-you-us. Moreover, it will make it possible to know histories, training and professional processes, and particular inclusion paths.
Theory and methodology of the present workshop arise from the Transactional Analysis theory of E. Berne, the Person Centred Approach of C. Roges, and the ways of interpretation and intervention of F. Montuschi.
This workshop addresses Specific Learning Disorders (namely DSA in Italian), focusing particularly on reading difficulties (dyslexia).
The workshop consists of a theoretic part, aiming to reach basic knowledge on DSA and at analyzing the legislative texts, from the law 170/2010; and of an operating part, to explore possible educational interventions.

- A. Canevaro, A. Goussot, La difficile storia degli handicappati, Carocci, 2005.
- F. Montuschi, Competenza affettiva e apprendimento, La Scuola,
- L. Boella, Sentire l’altro. Conoscere e praticare l’empatia, Raffaello Cortina, Milano 2006.
Articoli di approfondimento disponibili sul sito della docente.

Testi a scelta (B)
Scegliere 1 testo tra questi indicati
B. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.
M. Arduino, Il bambino che parlava con la luce, Einaudi, 2014.
G. La Rovere, Hallo Harry! Hi Benny!”, Mursia, 2016.
B. Marziale, V. Volterra, Lingua dei segni, società, diritti, Carocci, 2016.
B. Grasselli et al., Potenziamento abilitante nei disturbi specifici di apprendimento, Armando, 2015.
G. Fassari, Il desiderio di imparare attraverso l’arte, Armando, 2016.