Università Roma Tre

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.


Learning Objectives (Dublin Descriptors)

• Understand and understand the fundamental aspects of inclusive education, the use of musictherapy at school for the personal and social integration of diversity, by focusing on the strategic links between music, therapy and education.
(Knowledge and understanding skills)

• Apply acquired knowledge to address and solve on-line issues related to school inclusion and the application of musictherapy in the school context.
• Understand and apply the skills developed in the situation
(Applied knowledge and understanding skills)

• Know how to express your point of view on school inclusion and musictherapy at school based on data, experiences and scientific sources
(Autonomy of Judgment)

• Know how to interact, within an integrated system, with various interlocutors (music therapist, teachers, family, specialists, etc.) to compare and find solutions in the field of school enrollment
(Communicative Skills)

• Develop the ability to learn more inclusive modes of musictherapy
(Learning Skills)

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

Part A) Books
• L. Chiappetta Cajola, Ciraci A.M., Didattica Inclusiva. Quali competenze per gli insegnanti?, Armando, Roma, 2013.
• L. Chiappetta Cajola, A. L. Rizzo, Didattica inclusiva e musicoterapia. Proposte operative in ottica ICF-CY ed EBE, FrancoAngeli, Milano.

Part B) On-line activities (See special notice with the online activity description. The notice is on Chiappetta Cajola Lucia’s bulletin board near the studio n 3.27 , Via Milazzo, 11 / B and in the on line bulletin board https://formazione.uniroma3.it/docente/lchiappetta/).

The course aims to develop and apply knowledge on the essential issues of special pedagogy: ideas, languages, strategies and experiences to build educational and care projects where empathy, resilience and gratuity are fundamental elements.
Particular importance will have the following themes:
Specific Learning Disorders and pedagogical contributions of national and international research.
Autism spectrum disorders with reference to family life, through the analysis of cases and meetings with parents, brothers and sisters of people with autism.
Alzheimer's and family relationships.
The theories of E. Berne, of C. Rogers and the review of these by R. Zavalloni and F. Montuschi are the foundation of the course.
Students' experiential training groups in collaboration with the “Centro per la clinica e la formazione” (CCF) will make a significant contribution; Associations of parents of children with disabilities; The Association Alzheimer “Uniti Onlus”.

- B. Grasselli B., M.M. Nera, C. Lucarelli, Potenziamento «abilitante» nei disturbi specifici di apprendimento. Monitoraggio e arricchimento del linguaggio e del desiderio della lettura, Armando, Roma, 2015.
- A. Goussot, Autismo e competenze dei genitori, Maggioli Editore , 2013 oppure S. Vicari, G. Valeri, L.Fava, L’autismo. Dalla diagnosi al trattamento, Il Mulino, Bologna , 2012.
- L. Bartorelli, Le buone pratiche per l’Alzheimer. Strategie assistenziali per operatori coraggiosi, Carocci, Roma, 2016.
TESTI A SCELTA – TEXTS TO CHOOSE
A scelta uno dei seguenti testi - choose one of the following texts:
B. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.
N. Higashida, Il motivo per cui salto, Sperling&Kupfer, 2016.
M. Arduino, Il bambino che parlava con la luce, Einaudi, Torino, 2014.