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Teacher
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ZUCCA STEFANO
(syllabus)
Programma per ESSE3 a.a 2016/2017 Dott. Stefano Zucca
PEDAGOGIA E DIDATTICA SPECIALE I
1) Summary of the course program:
The course is annual and is divided into two parts, corresponding to the two semesters of conduct. In the first part they will address the issues related to special education in order to further reflections and examples of experiences in educational contexts through which to acquire knowledge and operating skills, and essential to give quality to professionle work. The course will aim to illustrate the main academic difficulties and are diagnosable developmental disorders of school age and provide the conceptual foundations students on pedagogical methods of intervention. Will be presented also the disorders with an initial theoretical framework, accompanied by operational proposals and discussion of clinical cases. It will be presenting the ability to grasp, with pedagogical competence and deepen the problems and special issues of pedagogy so that the special term becomes a qualification and a quality that allows the discipline to anticipate and deal with academic difficulties.
In the second part of the course it will be explored one aspect that, today as yesterday, is closely related to many teachers belonging to the younger generation: the problem behaviors. These behaviors, for those who come in contact with, often generate anxiety and disorientation. Therefore, next to a large theoretical framework will be presented some of school life stories of some characters that will allow the student to be able to really understand the difficulties of adaptation. Will be presented also the various ways through which a person expresses herself that often are the result of a choice, more or less conscious, inextricably linked to culture, education and the characteristics of personality. Hence the need to acquire some criteria to decode the needs of our time, such as masonry written to grasp the profound educational needs. After a historical overview of the forms and functions assumed by writing over time, the volume examines the parietal graphic production in order to make evident the structural peculiarities and cultural analyzes the aspects related to the meaning taken from the wall and the color value and the Thematic of creativity in relation to emotion, to end with an examination of the widest range of items related to the emotional and feeling with the 'be.
Books:
First part (I semestre)
Mazzoncini, B. Musatti L., I disturbi dello sviluppo. Bambini genitori insegnanti, Raffaello Cortina Editore, Milano, 2012.
Favorini A.M , Russo F., Relazioni e legami nell’esistenza umana. La lezione di Viktor E. Frankl, FrancoAngeli, Milano, 2014.
Vicari S., L' insalata sotto il cuscino. Storie di disordini e di adolescenti, Tea, Milano, 2013.
Second part (II semestre)
Favorini A.M.,(a cura di) Conoscenza Formazione e progetto di vita. Metodi e prospettive per l’inclusione universitaria, FrancoAngeli, Milano, 2016 (Parti da studiare: Seconda e terza).
Favorini A.M., I problemi di comportamento a scuola. Interventi pedagogici e inclusione, Carocci, Roma, 2014.
Zucca S., Scrivere fuori dalle righe. Riflessioni pedagogico speciali sul fenomeno delle scritte murarie, FrancoAngeli, Milano, 2011.
2) Educational Targets:
At the end of the year course, students will be able to:
• Differentiate academic difficulties by identifying the characteristics of developmental disorders;
• Identify the conceptual and operational models of effective psychoeducational intervention in response to specific educational-educational needs;
• Defining of action plans based on shared operational objectives within the group teacher;
• Identify the features and techniques of intervention by disease / disorders certified or observed by teachers but not supported by certification.
• Develop methodologies and educational techniques that can respond to the needs presented problems.
• To learn knowledge about the different learning difficulties and the implications arising therefrom within the school by adopting instructional strategies to encourage and facilitate the learning process;
• Identify educational decisions to be taken in order to achieve an inclusive education;
(reference books)
First part (I semestre)
Mazzoncini, B. Musatti L., I disturbi dello sviluppo. Bambini genitori insegnanti, Raffaello Cortina Editore, Milano, 2012.
Favorini A.M , Russo F., Relazioni e legami nell’esistenza umana. La lezione di Viktor E. Frankl, FrancoAngeli, Milano, 2014.
Vicari S., L' insalata sotto il cuscino. Storie di disordini e di adolescenti, Tea, Milano, 2013.
Second part (II semestre)
Favorini A.M.,(a cura di) Conoscenza Formazione e progetto di vita. Metodi e prospettive per l’inclusione universitaria, FrancoAngeli, Milano, 2016 (Parti da studiare: Seconda e terza).
Favorini A.M., I problemi di comportamento a scuola. Interventi pedagogici e inclusione, Carocci, Roma, 2014.
Zucca S., Scrivere fuori dalle righe. Riflessioni pedagogico speciali sul fenomeno delle scritte murarie, FrancoAngeli, Milano, 2011.
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Università Roma Tre