SPECIAL DIDACTICS
DIDATTICA SPECIALE
| A.Y. | Credits |
|---|---|
| 2019/2020 | 8 |
| Lecturer | Office hours for students | |
|---|---|---|
| Lucio Cottini |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
|---|
| Date | Time | Classroom / Location |
|---|
Learning Objectives
The course aims to promote a practical- theoretical reflection and students’ knowledge about the problem of diversity related to disability and to Special Education Needs (BES) according to an inclusive perspective. The approach perspective to the study themes will be that of Special Didactics namely of a discipline which hasas its field of research and theoretical and practical study, the teaching and training process of those who in their childhood, adolescence and adulthood are notable for disability situation.
- The educational objectives are the following:
- know the characteristics of learning of students with disabilities and with other Special Educational Needs;
- - know the reference concepts of special education (integration and inclusion; individualization and personalization of teaching; self-determination and quality of life; etc);
- - know and know how to apply inclusive educational strategies;
- - know how to design and conduct inclusive interventions, even in the presence of students with severe intellectual disabilities and with autism;
- - Knowing how to evaluate the effectiveness of inclusive teaching interventions.
Program
- Epistemology of Special Education
- The concepts integration and inclusion
- The International Classification of Functioning, Disability and Health (I.C.F), Disability, profile of functioning and special education
- Disability, special educational needs and barriers in activities and participation
- The Italian way to inclusion
- Potential development and and competence assessment
- Universal Design for Learning and inclusive curriculum
- The planning of inclusive educational interventions
- Strategies for inclusive education
- Metacognitive and inclusive education: enhance memory in the classroom
- Peer tutoring for inclusion.
- How to evaluate the inclusive quality of schools and classes.
Bridging Courses
No
Learning Achievements (Dublin Descriptors)
In relation to the subject the student must prove to have:
- the mastery of basic skills;
- understanding of the fundamental concepts of the discipline;
- the ability to use knowledge and concepts to reason with the logic of the discipline.
– knowledge and understanding;
- communication skills;
- learning skills.
Teaching Material
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
Supporting Activities
Textbooks supported by the material discussed in class and material uploaded in blended learning.
Teaching, Attendance, Course Books and Assessment
- Teaching
Lectures, seminars, laboratory simulations in the classroom.
- Attendance
No compulsory attendance
- Course books
- Cottini L. (2017). Didattica speciale e l'inclusione scolastica. Carocci Roma.
- Cottini L. (2016). Potenziare la memoria in classe. Percorsi di didattica inclusiva. Carocci Roma.
- Cottini L. (2019). UDL Universal design for learning. Verso il curricolo per l'inclusione. Giunti EDU, Firenze.
- Assessment
The exam includes a written test with a mix of open-ended and closed questions (multiple choice).
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
Volume study plans and materials available in blended learning.
- Attendance
No compulsory attendance
- Course books
- Cottini L. (2017). Didattica speciale e l'inclusione scolastica. Carocci Roma.
- Cottini L. (2016). Potenziare la memoria in classe. Percorsi di didattica inclusiva. Carocci Roma.
- Cottini L. (2019). UDL Universal design for learning. Verso il curricolo per l'inclusione. Giunti EDU, Firenze.
- Assessment
The exam includes a written test with a mix of open-ended and closed questions (multiple choice).
There will be six questions.
The first five questions will address the knowledge of the central concepts of the course.
The last question will present a real and concrete task, with a problem solving situation.
The first five questions will be evaluated with a score from 0 to 4, while the sixth question will be assigned a rating from 0 to 10.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
| « back | Last update: 02/10/2019 |
