Scienze della Formazione Primaria | PEDAGOGIA SPECIALE

cod. 4461000049

PEDAGOGIA SPECIALE

	4461000049
	DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE
	CORSO DI LAUREA MAGISTRALE A CICLO UNICO DI 5 ANNI
	PRIMARY TEACHER EDUCATION
	2014/2015

PERCORSO COMUNE

	OBBLIGATORIO
	YEAR OF COURSE 2
	YEAR OF DIDACTIC SYSTEM 2011
	SECONDO SEMESTRE

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
	M-PED/03	8	48	LESSONS	BASIC COMPULSORY SUBJECTS

	Objectives
	THE COURSE AIMS TO PROMOTE THE CONCEPT OF INCLUSION AND THE CRITICAL REFLECTION ON THE POSSIBLE DIDACTIC-PEDAGOGICAL PATHWAYS AND TENDENCIES WHICH CAN IMPROVE THE CORPOREAL DIMENSION IN SCHOOL ACHIEVEMENTS OF SUBJECTS WITH SPECIAL EDUCATIONAL NEEDS.

	Prerequisites
	BASIC KNOWLEDGE OF THE MAIN STUDY APPROACHES INCLUSIVE ACTIVITIES AND THEIR APPLICATION TO FORMAL AND INFORMAL EDUCATIONAL CONTEXTS. KNOWLEDGE AND UNDERSTANDING AT THE END OF THE COURSE THE STUDENTS SHOULD DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF THE TEACHING, WITH PARTICULAR REFERENCE ACTIVITIES ORIENTED TO INCLUSION AND INTEGRATION, DEVELOPING ORIGINAL IDEAS ALSO FOR RESEARCH CONTEXTS. APPLYING KNOWLEDGE AND UNDERSTANDING AT THE END OF THE COURSE THE STUDENTS SHOULD APPLY THEIR KNOWLEDGE AND UNDERSTANDING IN A MANNER THAT INDICATES A PROFESSIONAL APPROACH TO THE DIDACTIC AND EDUCATIONAL WORK, WHERE THE CORPOREAL DIMENSION IS INVOLVED, AND HAVE COMPETENCES TYPICALLY DEMONSTRATED THROUGH DEVISING AND SUSTAINING ARGUMENTS AND SOLVING PROBLEMS WITHIN THE PROCESS OF INCLUSION OF SUBJECTS WITH SPECIAL EDUCATIONAL NEEDS. MAKING JUDGEMENTS AT THE END OF THE COURSE THE STUDENTS SHOULD HAVE THE ABILITY TO COPE WITH THE COMPLEXITY OF THE INCLUSION DYNAMICS, TO INFORM JUDGMENTS AND SHOW ETHIC AND SOCIAL RESPONSIBILITY IN THE APPLICATION OF THEIR ASSESSMENTS. COMMUNICATION AT THE END OF THE COURSE THE STUDENTS SHOULD COMMUNICATE IN A CLEAR WAY USING THE SPECIFIC LEXICON OF THE TEACHING, ARGUING THEIR IDEAS AND SHOWING COHERENCE. LEARNING SKILLS AT THE END OF THE COURSE THE STUDENTS SHOULD HAVE DEVELOPED THOSE LEARNING SKILLS THAT ARE NECESSARY FOR THEM TO CONTINUE TO UNDERTAKE FURTHER STUDY WITH A HIGH DEGREE OF AUTONOMY.

BASIC KNOWLEDGE OF THE MAIN STUDY APPROACHES INCLUSIVE ACTIVITIES AND THEIR APPLICATION TO FORMAL AND INFORMAL EDUCATIONAL CONTEXTS.

KNOWLEDGE AND UNDERSTANDING

AT THE END OF THE COURSE THE STUDENTS SHOULD DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF THE TEACHING, WITH PARTICULAR REFERENCE ACTIVITIES ORIENTED TO INCLUSION AND INTEGRATION, DEVELOPING ORIGINAL IDEAS ALSO FOR RESEARCH CONTEXTS.

APPLYING KNOWLEDGE AND UNDERSTANDING

AT THE END OF THE COURSE THE STUDENTS SHOULD APPLY THEIR KNOWLEDGE AND UNDERSTANDING IN A MANNER THAT INDICATES A PROFESSIONAL APPROACH TO THE DIDACTIC AND EDUCATIONAL WORK, WHERE THE CORPOREAL DIMENSION IS INVOLVED, AND HAVE COMPETENCES TYPICALLY DEMONSTRATED THROUGH DEVISING AND SUSTAINING ARGUMENTS AND SOLVING PROBLEMS WITHIN THE PROCESS OF INCLUSION OF SUBJECTS WITH SPECIAL EDUCATIONAL NEEDS.

MAKING JUDGEMENTS

AT THE END OF THE COURSE THE STUDENTS SHOULD HAVE THE ABILITY TO COPE WITH THE COMPLEXITY OF THE INCLUSION DYNAMICS, TO INFORM JUDGMENTS AND SHOW ETHIC AND SOCIAL RESPONSIBILITY IN THE APPLICATION OF THEIR ASSESSMENTS.

COMMUNICATION

AT THE END OF THE COURSE THE STUDENTS SHOULD COMMUNICATE IN A CLEAR WAY USING THE SPECIFIC LEXICON OF THE TEACHING, ARGUING THEIR IDEAS AND SHOWING COHERENCE.

LEARNING SKILLS

AT THE END OF THE COURSE THE STUDENTS SHOULD HAVE DEVELOPED THOSE LEARNING SKILLS THAT ARE NECESSARY FOR THEM TO CONTINUE TO UNDERTAKE FURTHER STUDY WITH A HIGH DEGREE OF AUTONOMY.

	Contents
	THE COURSE FACES UP THE THEME OF THE EDUCATIONAL AND INCLUSIVE VALUE ACTIVITIES WHICH INVOLVE THE CORPOREAL DIMENSION IN THE IDENTIFICATION OF EFFECTIVE ACTIONS FOR SPECIAL EDUCATIONAL NEEDS. DESCRIPTION OF THE EDUCATIONAL-SCIENTIFIC ACTIVITIES IN CLASS OF A FLIPPED TEACHING .

	Teaching Methods
	THE COURSE IS COMPOSED OF LESSONS/TRAINING/FLIPPED LEARNING

	Verification of learning
	THE FINAL EXAMINATION WILL BE BASED ON THE OUTCOMES OF AN ORAL EXAM CONCERNING THE COURSE CONTENTS.

	Texts
	CORONA F., SPECIAL EDUCATIONAL NEEDS, ARACNE EDITRICE, ROMA, 2014AA.VV., DSA - ELEMENTI DI DIDATTICA PER I BISOGNI EDUCATIVI SPECIALI, ETAS - RCS LIBRI S.P.A., MILANO, 2013 CORONA F., COZZARELLI C.(2012). MIND MAPPING AND WORKING MEMORY: LA RAPPRESENTAZIONE SEMANTICA MENTALE COME MEDIATORE TRA CONOSCENZA E SAPERE. LECCE: PENSA D’ALONZO, L. & CALDIN, R. (2012). QUESTIONI, SFIDE E PROSPETTIVE DELLA PEDAGOGIA SPECIALE. NAPOLI: LIGUORI CORONA F.(2008). GLI APPRENDIMENTI DELLA MENTE – LAVORARE SULLE DIVERSE ABILITÀ’. LECCE: PENSA

Texts

CORONA F., SPECIAL EDUCATIONAL NEEDS, ARACNE EDITRICE, ROMA, 2014AA.VV., DSA - ELEMENTI DI DIDATTICA PER I BISOGNI EDUCATIVI SPECIALI, ETAS - RCS LIBRI S.P.A., MILANO, 2013

CORONA F., COZZARELLI C.(2012). MIND MAPPING AND WORKING MEMORY: LA RAPPRESENTAZIONE SEMANTICA MENTALE COME MEDIATORE TRA CONOSCENZA E SAPERE. LECCE: PENSA

D’ALONZO, L. & CALDIN, R. (2012). QUESTIONI, SFIDE E PROSPETTIVE DELLA PEDAGOGIA SPECIALE. NAPOLI: LIGUORI

CORONA F.(2008). GLI APPRENDIMENTI DELLA MENTE – LAVORARE SULLE DIVERSE ABILITÀ’. LECCE: PENSA

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