In relation to the post-constructivist theoretical orientation, the workshop activities are aimed at guiding the student to know how to effectively plan, implement and coordinate educational / training interventions aimed at inclusion. In particular: · Knowing how to identify possibilities for interinstitutional cooperation - between school and extra-school for the creation of active and personalized training courses for people with special needs. · Design specific inclusive dynamics for people with cognitive disabilities · Being able to propose and evaluate organizational and educational solutions for school differentiation: individualization and personalization. · Know and implement teaching methods and strategies with inclusive aims such as cooperative learning, open classes, teaching with a laboratory approach, creative workshops and rational reflection. · Knowing how to carry out online activities in synergy with local resources: natural environments and local cultural institutions (libraries, museums, media libraries, play centers, cultural and private social associations, etc.).

The work will take place in groups according to the methodology of cooperative learning and learning by doing: students will learn to use the tools and resources presented in a pedagogical and didactic manner. Through case studies, analysis of documentation, exercises, formative role playng, teaching design activities, narrations, students will be invited to design and evaluate learning experiences, selecting the most appropriate teaching strategies and implementing personalized courses that must lead to the realization of an educational object. In the background of the training activities there is a reference to the document prepared by the European Agency for Development in Special Needs Education "Profile of inclusive teachers", 2012, where four reference values ??are outlined which outline the profile of the inclusive teacher: · Assess the diversity of pupils: the difference between pupils is a resource and a richness; · Supporting pupils: teachers must cultivate high expectations on students' academic success; · Work with others: collaboration and teamwork are essential approaches for all teachers; · Guarantee continuous professional updating: teaching is a learning activity and teachers have the responsibility for their lifelong learning throughout their lives.

knowledge of educational psychology and basic teaching methodology and major philosophical and pedagogic currents of Western thought

In relation to the  subject the student must prove to have :

–  knowledge about specialized subjects;

–   Understanding of the advanced concepts of the subject;

–  -Ability to use knowledge and concepts to think independently  about the issues of the subject.

At the end of the course, the student will have acquired the basic skills required to plan, implement and coordinate educational / training interventions aimed to inclusion:

–  Knowledge and understanding of the proposed contents,  historical developments of teaching methodology; learning principles,  education theories ,the curriculum and planning, teaching strategies, the management of learning groups, motivation, evaluation.

–   knowledge and understanding;

Ability  to identify possibilities for inter-institutional cooperation – between and outside the school and outside school for the execution  of active and personalized training path for people with special needs.

Ability to propose and evaluate organizational and teaching solutions for school differentiation:

individualization and  personalization  through cooperative learning, open classes, laboratories and workshops, activities in natural environments and in local cultural institutions (libraries, museums, media libraries, Children’srecreation centre, cultural and voluntary associations, etc.).

Ability to implement procedures and request / solicit various types of interventions (diagnostic, rehabilitative, training, etc.), for the benefit of people affected by disability and BES (Special Education Needs) , making use of existing legislation and the available institutional resources.

- communication skills;

Knowledge of the technologies which could enhance the communication ,intellectual and learning skills  of people with special needs.

Knowledge of  sites, locations and publications of the main associations and institutions  offering information, advice, assistance and services to the disabled, to people.

-  Making judgements. Students will be able to: assess learning experiences, select the most appropriate teaching strategies, evaluate events and identify keyissues relevant to the  training success.

-  Learning skills. Students will learn how to seek new educational resources in inclusive perspective and to collaborate in planning and management of training events

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

The teaching material and specific information can be found, together with other supportino activities, in the Moodleplatform › blended.uniurb.it

Teaching

(Teaching methodologies)

Class in the form of a dialogue  and participation supported by didactic examples; exercises; group work, film projections; debates on specific issues, production of  individual and group teaching objects in itinere

Attendance

No compulsory attendance

Course books

F. Salis, La persona con Sindrome di Down. Riflessioni di Pedagogia e Didattica Speciale per una presa in carico globale nella prospettiva inclusiva. Anicia, Roma, 2017.( pp.191)

P. Gaspari, Pedagogia speciale e “Bes”. Spunti per una riflessione critica verso la scuola inclusiva, Anicia, Roma, 2014. (pp. 246)

F. Salis, Disabilità cognitiva e narrazione. Il contributo in Pedagogia speciale, Anicia, Roma, 2016.  (pp.140)

D. Milito, F. Salis, Processi e strumenti per una didattica inclusiva, Anicia, Roma, 2017. (pp.285)

Assessment

In the assessment of the tests, the following information will be considered:

The Special Didactics   exam includes a written test with a mix of open-ended  and closed questions  (multiple choice).The results will provide a mark that can be put on record or integrated with an oral exam. Students unable to take the written test can ask the teacher to take the oral one only. Attending students  will take the examination in two parts: an intermediate test (half way through the course), and a final test. The students will then carry out a group work which will be evaluated.

 

In the assessment of tests, the following information will be considered:

1. Disciplinary vocabulary appropriateness and terminological precision;

2. Communication effectiveness in the formulation of knowledge;

3. Rigour  in explaining theories and concepts;

4. Accuracy of references to scientific literature;

5. Interpretative significance of the contents;

6. Originality in the revision of knowledge;

7.  Wealth and enunciation of links;

8. Relevance in the application of methods, techniques, tools;

9.  Reflexivity and perspective in the construction of answers;

10.   Relevance of personal insights.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Course books

the books are the same of those used by students attending the course

Assessment

the evaluation criteria are the same as indicated for those students attending the course

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.