The course is done with the purpose of contributing to the analysis of the issues concerning the presence of a lerning deficit and personality development problems, in three main ways

-  Analysis of the development of the subject with disabilities, considerating both the base genetic endowment and the upbringing conditions;

-  References to scientific theories and experimental experiences, which outlinie the principles of how to help the learning processes for subjects with disabilities;

-  The attention towards personal and relational skills, necessary for the educator to interact adequately with the disabled students.

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All of this with the objective to link educational and social assistance interventions with strong theoretical and experimental parameters as well as the quality of the relationships and life context.

General part. 

Deficit, development and learning

-  Definitions and classification of disabilities (ICD-10, DSM 5, ICF).

-  Different tipes of deficit: intellectual, motor and sensory disability, autism.

-  Fundamental lines of development.

-  Risk factors during development.

-  Behavioral and relational disorders.

-  Life context of the disabled subject: family, school, work and comunity.

Monographic part.

Educational intervention.

-  The principles of functional diagnosis.

-  Pedagogical diagnostic and evaluation tools.

- Lines of intervention for subjects with intellectual disabilities.

-  Lines of intervention for autistic subjects.

-  Lines of educational and rehabilitative intervention on behavioral problems.

There are no prerequisites.

The student will have to:

-  Know the learning characteristics of students with disabilities and with other types of difficulties;

- Know the reference concepts of pedagogy and special education (integration and inclusion; individualization and personalization of teaching; self-determination and quality of life; special educational needs and obstacles to learning and participation; educational success for all students);

-  Know and know how to apply the strategies of inclusive education;

-  Know how to design and conduct inclusive interventions, even in the presence of students with severe intellectual disability and with autism.

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 The following are the expected learning outcomes as reported in the following Dublin Descriptors.

Skills relating to the disciplines:

-  Knowledge and understandimg of the concepts relating to inclusion, with particular reference to the field of disability;

-  Knowledge and understanding of the methods of observation and didactic evaluation to be applied with students with special educational needs;

-  Knowledge and understanding of the methods of intervention for subjects with disabilities;

-  Being able to apply the knowledge by promoting inclusive policies and practices.

Soft skills:

-  Knowing how to express opinions and evaluations on the different methodologies to build and promote environments that are  inclusive for everyone at school.

-  Using the language of special teaching and specific vocabulary appropriately.

-  Being able to learn the specific contents of the discipline through various methods (individual work, group work, etc.), also using specific methodologies (early organizers, mental and conceptual maps, etc.) and new information and communication technologies.

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 teacher will make available on the site any additional teaching material necessary for the lessons and exercises.

Teaching

Didactic modes

The teaching provides:

- theorical lessons

- individual and group exercises

Attendance

Obbligations:

There are no frequency obligations.

Course books

COTTINI L., L. ROSATI (a cura di, 2008). Per una didattica speciale di qualità: dalla conoscenza del deficit  all’intervento inclusivo. Morlacchi, Perugia.

The student should integrate their preparation by studying one, of their choice, of the following books:

COTTINI L.. L’autismo a scuola. Quattro parole chiave per l’integrazione, Carocci, Roma, 2011.

COTTINI L., Bambini, adulti, anziani e ritardo mentale, Vannini Brescia, 2003.

COTTINI L., Psicomotricità, Carocci Roma, 2003.

COTTINI L., VIVANTI G., BONCI B., CENTRA R. (2013). L’autismo a scuola. Come e cosa fare con bambini e ragazzi.  Giunti Firenze.

Assessment

The final exam consists of a written test on the contents of 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.

Teaching

Study of the texts indicated above.

In-depth paper ongoing and/or final.

Attendance

Obbligations:

There are no frequency obligations.

Course books

COTTINI L., L. ROSATI (a cura di, 2008). Per un insegnamento di qualità speciale: dalla conoscenza del deficit all'intervento inclusivo . Morlacchi, Perugia.

Lo/La studente/essa integrerà la sua preparazione studianto uno, a scelta, fra i seguenti testi:

COTTINI L .. L'autismo a scuola. Quattro parole chiave per l'integrazione, Carocci, Roma, 2011.

COTTINI L., Bambini, adulti, anziani e ritardo mentale , Vannini Brescia, 2003.

COTTINI L., Psicomotricità , Carocci Roma, 2003.

COTTINI L., VIVANTI G., BONCI B., CENTRA R. (2013). L’autismo a scuola. Come e cosa fare con bambini e ragazzi.  Giunti Firenze.

Assessment

Written test.

Elaborated by in depth paper.

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.