Corso di laurea magistrale a ciclo unico in
Scienze della Formazione Primaria

The laboratory is proposed as a path of multidisciplinary reflection and applied knowledge on the topic of ableism in the school and educational context. Ableism is a form of discrimination that concerns disability understood as the product of the interaction between a society centered on the concept of normality and some characteristics of the person. It is a set of negative attitudes and/or discriminatory behaviors which result in the creation, perpetuation or exacerbation of disadvantaged conditions linked to disability.

Starting from this definition, the laboratory contributes to providing the conceptual, analytical and practical tools for the study of changes affecting school and educational contexts from an inclusive and intersectional perspective.

Specifically, the first part of the laboratory will be dedicated to in-depth analysis regarding the concepts of stereotype, prejudice and discrimination, and then move on to the analysis of a particular discrimination, namely ableism and how this form of discrimination "intersects" with other forms of discrimination (sexism, racism, classism, etc.). The second part instead aims to offer critical reading and practical tools in order to design inclusive paths for pupils with disabilities at school;

Furthermore, the laboratory intends to provide students with methodological and operational tools that allow them to:

- identify the different needs of pupils with disabilities in a heterogeneous class and identify the most appropriate ways to respond to diversity in the classroom; - promote the development and exercise of reflective and critical skills towards training and teaching planning in its various aspects and specifically for pupils with disabilities, with DSA and with BES from an inclusive perspective;

- identify lines and principles of action useful for the development of educational plans at classroom and institute level, from an inclusive and intersectional perspective aimed at the inclusion of pupils with disabilities, DSA and BES in the classroom, also in connection with families and other educational professionals.

These tools and skills are useful in carrying out the activity of the support teacher and in the more general context of professionals, educators and teachers who work in educational contexts.

KNOWLEDGE AND UNDERSTANDING

 At the end of the laboratory the students will have to:

- have an in-depth knowledge of the topics covered during the teaching, knowing the relevant concepts and theoretical approaches in depth;

 - be able to consciously and critically use the knowledge acquired with specialized language and mastery of the discipline;

 - know the foundations of educational research from an inclusive and intersectional perspective;

-know, understand and apply a pedagogical and intersectional approach to the implementation of inclusive educational practices, with particular attention to school;

- know and deconstruct some discriminatory phenomena, in particular ableism from an intersectional perspective and understand how ableism manifests itself in educational practices in school and educational environments;

- analyze and deconstruct attitudes, stereotypes and prejudices towards differences, especially towards disabilities.

APPLYING KNOWLEDGE AND UNDERSTANDING

- knowing how to apply the acquired pedagogical knowledge and the ability to understand to the analysis and empirical understanding of educational and school contexts, which characterize the relationship between pupils with disabilities and teachers;

- Students will be able to develop, manage, monitor and evaluate didactic, educational or training projects on the basis of critically identified and scientifically founded principles, with particular reference to evidence based education.

INDEPENDENT JUDGEMENT

- Students will be able to critically analyze educational and socio-educational projects (theoretical-cultural and educational policy assumptions, internal and external coherence, impact and effectiveness);

- Analyze attitudes, stereotypes and prejudices towards differences and in particular towards disabilities.

COMMUNICATION SKILLS

 -Students will demonstrate skills in effective communication and in the use of respectful language towards differences;

-know and correctly use specialist vocabulary.

LEARNING SKILLS

- Critically reflect theories and practices of diversity, disability and inclusion.

• Some key concepts: stereotype, prejudice and discrimination
• Social differences and inequalities: the intersectional approach
• From theory to practice: how does ableism manifest itself?
• Ableism and school: factors, representations and practices
• Accessibility and inclusion
• Intervention strategies for an anti-ableist deconstruction in the school and educational world

Laboratory teaching will be in person. During the laboratory, moments of presentation of the main themes of the course will alternate with laboratory activities and analysis of experiences. Specifically, moments of collective work will alternate with small group activities. Slides, Power Point, films, novels, graphic novels, paper and online documentation will be used and practical activities will be planned, such as walking tours, collective walks, meetings and seminars with experts and /or activists with disabilities.

The essay will be given a score (0=sufficient; 0.5=good; 1=excellent) Attendance at the workshop will be assessed with a score of 0 or 1 point depending on the level of participation and commitment demonstrated.

Finally, for the recognition of the laboratory activity, only a maximum of 3 absences are allowed with notification via email to the teacher for carrying out an alternative activity.

In-depth texts may be recommended for those who intend to write a thesis on the topic.

Recommended texts and bibliography

OFFICE HOURS:

Reception is by appointment:

- in presence

Or

- in remote in the teacher's virtual room https://unito.webex.com/meet/ester.micalizzi

Please send an email to the teacher at least one week to make an appointment, specifying the type of reception chosen (in presence or online).

Students with ADHD or disabilities are requested to read the information
concerning support procedures (https://www.unito.it/servizi/lo-studio/studenti-con-disabilita) and reception procedures of the University (https://www.unito.it/reception-studenti-con-disabilita-e-dsa), and in particular the procedures necessary for support during the exam (https://www.unito.it/servizi/lo-studio /students-with-disability/support- to-students-with-disabilities-take-the-exams).