Università Roma Tre

The course aims to develop the professional skills necessary to carry out quality integration processes in the various life contexts (family, school, leisure time, work) in an inclusive dimension.
Through the development of the teaching design skills of an inclusive environment in which diversity is a driving force for the improvement and progress of the school, the course proposes, on the one hand, music therapy as an example of an effective way to promote participation in school life and On the other hand, the course will highlight the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion.

• L. Chiappetta Cajola, A. L. Rizzo (2016), Didattica inclusiva e musicoterapia. Proposte operative in ottica ICF-CY ed EBE, FrancoAngeli, Milano.
• L. Chiappetta Cajola, M. Traversetti (2017), Metodo di studio e DSA. Strategie didattiche inclusive, Carocci, Roma

II semestre– 36 ore
6 crediti formativi
The course proposes studies and knowledge on the essential issues of special pedagogy: ideas, languages, experiences to build educational and care projects where empathy is founding.
Particular emphasis will have the following themes:
- Specific Learning disabilities, with particular reference to adult Dyslexics.
- Autism Spectrum Disorders.
- Alzheimer's and Family Support Relationships.
The theories of E. Berne, of C. Rogers and the revisitation of these by R. Zavalloni and F.
Montuschi are the foundation of the Course.
Students ' training groups in collaboration with the Centre for Clinical and training (ccf) will
contribute significantly; They also will contribute associations of parents of children with disabilities
and the Association Alzheimer United Onlus.
Course Objectives
✓ knowledge of the fundamentals of special pedagogy and its contribution to the development
of a culture of Inclusion.
✓ Identify requests for help and strengths in life experiences to build appropriate Interventions.
✓ to detect modalities of relationship and care in scientific texts, in filmography, in Narratives.
Course Organisation and methodology
• Lessons in attendance
• Meetings with experts and privileged witnesses
• Case studies
• Pedagogic analysis of narrative texts and films
• Group and individual Work.
Evaluation
• Formative evaluation: test of verification during the course aimed at self-assessment and
critical reflection on the topics of the course.
• Final evaluation – Oral exam

A) Testi
- Laura Boella, Empatie. L’esperienza empatica nella società del conflitto,
Raffaello Cortina, 2018.
- Temple Grandin, Visti da vicino. Il mio pensiero su autismo e sindrome di Asperger, Erickson,
2014.
- S. Vicari, D. Menghini, La dislessia come riconoscerla e trattarla, Raffaello Cortina, 2018.
B ) Un testo a scelta tra i seguenti:
- B. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.
- B. Grasselli, 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.
- B. Grasselli, M.M. Nera, Pensare la scuola. Le voci e gli affetti di alunni, insegnanti, genitori, Armando, in corso di stampa.
- L. Bartorelli, Le buone pratiche per l’Alzheimer. Strategie assistenziali per operatori coraggiosi, Carocci, Roma, 2016.
- U.Bivona, A.Costa, Empatia danno neurologico, ricostruzione del se, Editore Armando, 2017.
- F. Malgaroli, Passo, ed. Robin, Torino, 2017.