AIMS AND CONTENT

LEARNING OUTCOMES

The subject is aimed at developing simulations to manage the educational projects within educational services for minors, migrants, and people with disabilities

AIMS AND LEARNING OUTCOMES

At the end of the course, students will be able to:

1. Understand the pedagogical, organizational, and regulatory foundations of educational and socio-educational services for minors, migrants, and persons with disabilities.
2. Analyze the needs of social actors involved and design inclusive educational interventions aimed at participation, personalization, and service quality.
3. Use tools for pedagogical planning, educational documentation, and professional writing within different service contexts.
4. Manage communicative, relational, and mediation processes with users, families, educational teams, and territorial networks.
5. Collaborate within multidisciplinary teams and develop networking strategies among educational and socio-educational services.
6. Critically reflect on the professional role of the pedagogist and the pedagogical coordinator in the management of educational services for the individual.

At the end of the course, students will also have acquired:

1. The ability to communicate effectively in relation to the context, to use a variety of sources and support tools, and to employ critical thinking, develop evaluations, and construct arguments.
2. The ability to identify their own strengths, concentration skills, and critical reflection with respect to tasks, as well as to manage complexity and exercise autonomy in decision-making and task performance.
3. The ability to develop imagination and creativity, as well as reflective thinking.
4. The ability to manage social interactions with a collaborative attitude and to use constructive communication, respecting others and their needs, showing openness to overcoming prejudice, and expressing and understanding diverse points of view.
5. Awareness of their own preferred learning strategies, together with the ability to organize and evaluate their personal learning process according to what has been understood and learned.

TEACHING METHODS

The course is structured according to a blended learning model consisting of 18 hours of in-person classes and 12 hours of synchronous online instruction and activities.

The online lessons and asynchronous activities are designed as preparatory experiences for the in-person sessions, which will be characterized by workshop-based methodologies, case studies, professional simulations, and discussions with service practitioners.

The activities will include dialogic lessons (supported by slides) in which issues related to educational and socio-educational quality in services for individuals will be discussed. The course will involve active and participatory teaching methods (group work), case study analysis, structured debate activities, quizzes, simulations, and video analysis. The online exercises will foster student engagement and the development of practical and operational skills related to educational services. The activities will allow students to acquire an Open Badge certifying participation in a personalized pathway aimed at developing the following soft skills: digital literacy (basic level); personal skills (advanced level); social skills (advanced level); learning to learn (basic level); project design skills (basic level).

The Aulaweb platform and the course workspace will provide lecture materials (including each lesson’s slides), supplementary readings, applications aimed at fostering interaction and active participation, and online activities. Students will also have the opportunity to upload materials they consider relevant to the topics addressed in the course.

Experts and professionals from educational and socio-educational services may also be invited to participate in the lectures.

SYLLABUS/CONTENT

The course explores the main pedagogical, organizational, and managerial aspects related to the planning and coordination of educational and socio-educational services for minors, migrants, and persons with disabilities, with particular attention to inclusive processes, networking, service educational quality, and the relationship among families, services, and the local community.

Module 1 – Foundations of the Planning and Management of Educational Services

• Evolution of educational and socio-educational services and integrated territorial systems
• Role and functions of the pedagogical coordinator
• Pedagogical planning and analysis of educational and social needs
• Relationship among services, families, and the local community
• Regulations, accreditation systems, and quality of services
• Educational documentation and professional writing
• Management of educational teams, communication, and mediation

Module 2 – Communities and Services for Minors

• Educational communities and child protection
• Residential and semi-residential services for minors
• Family vulnerabilities and individualized educational planning
• Educational relationships within community settings
• Interdisciplinary teamwork and territorial networks
• Educational management of complex cases

Module 3 – Communities and Services for Migrants

• Intercultural pedagogy and social inclusion
• Educational services for migrants and unaccompanied foreign minors
• Cultural mediation and intercultural communication
• Social vulnerabilities and migration trajectories
• Inclusive strategies and the construction of educational communities
• Collaboration among services, families, and the local community

Module 4 – Communities and Services for Persons with Disabilities

• Inclusive paradigm, rights, and Quality of Life
• Territorial and residential services for persons with disabilities
• Life project and personalization of educational interventions
• Interdisciplinary collaboration and work with families
• Inclusive community settings and participatory processes
• Evaluation of service quality and educational interventions

RECOMMENDED READING/BIBLIOGRAPHY

For attending and non-attending students:

1. Regional regulations and policy documents (to be provided and discussed during class).

2. De Ambrogio, Casarteli, Cinotti, Il coordinatore dei servizi alla persona, Carocci, Roma 2021

TEACHERS AND EXAM BOARD

Exam Board

ANDREA TRAVERSO (President)

DAVIDE PARMIGIANI

VALENTINA PENNAZIO (President Substitute)

LESSONS

LESSONS START

First semester.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Attending Students

At the end of the modules, students will complete an activity aimed at assessing the competencies acquired with regard to the topics addressed during the course, evaluated on a thirty-point grading scale.

Students will also be required to develop a group project designed to assess their ability to work collaboratively in teams and to design educational interventions and services.

The final examination will assess the knowledge acquired and will consist of a written test (31 multiple-choice questions, each worth 1 point, with the possibility of bonus points) covering the course contents and the materials uploaded to Aulaweb.

The final grade will be determined by the average of the marks obtained in the end-of-module activities, the group project, and the final examination.

Non-attending Students

The final examination will assess the knowledge acquired and will consist of a written test (32 multiple-choice questions, each worth 0.5 points, plus three open-ended theoretical and applied questions, each worth 5 points). Students may choose to supplement the written examination with an oral examination. The examination will cover the texts indicated in the syllabus and the materials uploaded to Aulaweb.

ASSESSMENT METHODS

Learning outcomes in the discipline will be certified through students’ demonstrated competence and their acquisition of knowledge concerning the course contents, in accordance with the educational objectives and the Dublin Descriptors.

The end-of-module assessment is intended to verify students’ ability to apply, at an individual level, the knowledge and competencies acquired during the lectures in practical contexts.

The group project is designed to evaluate not only students’ planning and design skills, but also their ability to work collaboratively in teams, engage in discussion and debate, and critically compare different intervention strategies in order to identify the most appropriate solutions.

The final examination is aimed at assessing the knowledge acquired throughout the course.

In each assessment activity, particular attention will be paid to: expository clarity, the appropriate use of specialist terminology, and students’ capacity for critical reflection and analytical reasoning regarding the topics studied.

FURTHER INFORMATION

Students with disabilities, Specific Learning Disorders (SLD), or Special Educational Needs (SEN) are reminded that, in order to request examination accommodations, they must first submit the relevant certification to the Settore servizi per l’inclusione degli studenti con disabilità e con DSA.

Subsequently, students with disabilities or SLD who wish to request accommodations for examinations are required to complete the form available on the following webpage: “Servizi per studentesse e studenti con disabilità o con DSA | UniGe | Università di Genova.”

Students with SEN, on the other hand, are required to send an email to the course lecturer, copying the School Representative for the Inclusion of Students with Disabilities and SLD (laura.traverso@unige.it) and the “Student Inclusion” Office (inclusione.studenti@info.unige.it).

The email must specify:

• the title of the course; 
• the date of the examination session; 
• the student’s surname, first name, and student ID number; 
• the compensatory tools and dispensatory measures considered necessary and requested. 

For all students, requests for accommodations must be submitted well in advance (at least 7 working days before the examination date). Requests submitted after this deadline may not be accepted.