SPECIAL EDUCATION

Scienze della Formazione Primaria SPECIAL EDUCATION

4461000069
DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE
EQF7
PRIMARY TEACHER EDUCATION
2022/2023

OBBLIGATORIO
YEAR OF COURSE 4
YEAR OF DIDACTIC SYSTEM 2016
SPRING SEMESTER
CFUHOURSACTIVITY
848LESSONS
Objectives
THE COURSE AIMS TO PROMOTE REFLECTION ON THE THEORIES AND TEACHING PRACTICES AIMED AT PROMOTING EDUCATIONAL INTERVENTIONS AS A RESPONSE TO SPECIAL EDUCATIONAL NEEDS IN SCHOOLS. THE COURSE, IN DETAIL, AIMS AT ANALYSING THE AFFIRMATION OF THE PRINCIPLES OF INCLUSION, THE ORGANISATION OF THE CONTEXT AND THE PROCEDURES FOR INCLUSIVE PURPOSES, THE METHODOLOGIES TO BE IMPLEMENTED TO PROMOTE INCLUSION AND, FINALLY, THE REAL EFFECTIVENESS OF AN INCLUSIVE SCHOOL.

LEARNING OUTCOMES
KNOWLEDGE AND UNDERSTANDING
BY THE END OF THE COURSE THE STUDENTS ARE REQUESTED TO DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF THE DISCIPLINE, WITH A SPECIFIC FOCUS ON COGNITIVE, METACOGNITIVE, EMOTIONAL AND SOCIAL SKILLS OF PEOPLE WITH SPECIAL EDUCATIONAL NEEDS.

APPLIED KNOWLEDGE AND SKILLS
BY THE END OF THE COURSE THE STUDENTS SHOULD BE ABLE TO:
- APPLY AND INTERPRET THE KNOWLEDGE ACQUIRED TO ENSURE A PROFESSIONAL APPROACH IN TEACHING, DEMONSTRATING THE ABILITY TO SOLVE THE COMPLEX PROBLEMS EMERGING FROM THE INCLUSIVE PROCESS;
- INTEGRATE THE KNOWLEDGE ACQUIRED TO MANAGE THE COMPLEX INCLUSIVE DYNAMICS, SHOWING AUTONOMY IN JUDGEMENT, ETHICAL AND SOCIAL RESPONSIBILITY IN THEIR EVALUATION.
Prerequisites
THE FOLLOWING PREREQUISITES ARE DESIRABLE:
- KNOWLEDGE OF THE FOUNDATIONS OF GENERAL EDUCATION.
- KNOWLEDGE OF THE MAIN CONCEPTS OF SPECIAL PEDAGOGY.
Contents
THE EXAM WILL FOCUS ON THE FOLLOWING AREAS:
- INCLUSIVE EDUCATION: A CLASSIFICATION;
- MILESTONES IN THE LEGISLATIVE FRAMEWORK TO SUPPORT INCLUSION;
- MODELS OF DISABILITY AND ITHE CAPABILITY APPROACH;
- THE INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITIES AND HEALTH - ICF;
- DESIGNING AN INCLUSIVE CURRICULUM;
- DESIGNING INCLUSIVE TEACHING PROGRAMMES;
- THE PROFILE OF INCLUSIVE TEACHERS;
- THE CLASSROOM AS A LEARNING CONTEXT;
- IDENTIFYING STUDENT POTENTIAL AND ASSESSING SKILLS;
- COOPERATIVE STRATEGIES;
- COGNITIVE AND METACOGNITIVE STRATEGIES;
- TECHNOLOGIES FOR INCLUSION;
- STUDENTS’ NEEDS AND SPECIFIC STRATEGIES;
- EVALUATING THE QUALITY OF INCLUSIVE EDUCATION;
- QUALITY INCLUSION FOR A QUALITY SCHOOL.

Teaching Methods
LECTURES AND GROUPWORK

Verification of learning
THE FINAL EXAM CONSISTS OF AN ORAL TEST ON THE COURSE CONTENTS AND THE ASSIGNED READINGS. STUDENTS NOT ATTENDING THE COURSE ARE ADVISED TO CONTACT THE LECTURER AS EARLY AS POSSIBLE TO DEFINE ALTERNATIVE ASSESSMENT METHODS.
Texts
READINGS
- COTTINI, L. (2017). DIDATTICA SPECIALE E INCLUSIONE SCOLASTICA. ROMA: CAROCCI
- ZOLLO, I. (2019). IL VALORE DELL'INCLUSIONE. RIFLETTERE ED AGIRE. MILANO: FRANCO ANGELI
More Information
ATTENDANCE TO LECTURES IS ADVISED
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