Ours is increasingly a complex and difficult society, many people risk being relegated to the margins of the civil and democratic context, as they do not possess the indispensable requirements for positive inclusion and integration. A large segment of the population with specific needs related to physical, mental and sensory disability, or who, due to exogenous conditions, risks experiencing situations of marginality, maladjustment and social deviance, needs pedagogical attention that is increasingly qualified and able to interact positively with other sciences in order to propose suitable training and life paths.
Skills
The graduate in Educational Counseling for Disabled and Marginal People must possess solid theoretical and practical skills in the field of sciences of education with particular reference to issues related to the condition of disability, must have in-depth knowledge of the problems related to discomfort, maladjustment and juvenile and juvenile deviance. In addition, he/she will be able to design and conduct innovative educational and training projects aimed at promoting life paths aimed at solving issues related to the integration of people with disabilities and capable of positively addressing the problems of social and personal marginalization.
His/her high qualification will lead them to intervene directly in educational and social contexts where their pedagogical competence will direct and coordinate the training and rehabilitation process of people who live in very difficult personal and socio-affective situations. In fact, they will be called upon to exercise their action in educational agencies, in public and private structures that take care of people with deep specific needs from childhood to adulthood.
Objectives
In particular, the specific objectives of the programme are the acquisition of high theoretical and practical skills in the field of pedagogical, psychological, sociological, legal, historical, ethical and medical sciences with particular reference to issues concerning disability and integration. The acquisition of in-depth knowledge in the field of the prevention of juvenile marginalization and in the resolution of personal conflicts at risk of deviance. The acquisition of specialized skills to design, monitor and conduct innovative pedagogical research products aimed at solving the problems of 'diversity' and evaluating and monitoring the educational and training interventions implemented. The acquisition of knowledge to intervene directly in educational and social contexts where pedagogical competence will direct and coordinate the training and rehabilitation process of people who live in difficult personal and socio-affective situations. The achievement of skills useful for carrying out educational action in educational agencies, in public and private structures that take care of people with specific needs from childhood to adulthood. The achievement of advanced knowledge in the unitary construction of educational and rehabilitative paths and multidisciplinary and multi-specialist communication for a very specialized educational action inserted in the socio-administrative policies of the land. The development of skills to use the English language fluently, in written and oral form. The achievement of a good knowledge of the main IT tools and telematic communication with particular reference to the field of educational research and training.
With reference to the educational path, it is structured in such a way as to allow the student to develop, through an appropriate proportion of the disciplines involved, pedagogical, methodological-didactic, psychological, sociological, legal, historical, philosophical, and medical skills.