The course is aimed at the acquisition of the fundamental theoretical and methodological principles of Special Education for Inclusion as a science of teaching. The course aims, in particular, the mastery of concepts and methodologies that are the basis of an inclusive didactics able to meet the needs of all and, in particular, of students with special educational needs in a perspective of enhancement of differences. In particular, the pedagogical posture is focused on the identification and removal of barriers to active participation and learning of students with disabilities, with LD and other specific developmental disorders, and with socio-economic or personal, linguistic and cultural disadvantage.

Specifically, the course aims to promote the following educational objectives in students:

- to know how to distinguish the learning characteristics of students with disabilities, with specific learning disorders and with other special educational needs;

- to know how to appropriately use the language of Special Education;

- know the reference concepts of special education (school integration and inclusion; individualization and personalization of learning-teaching processes; self-determination and quality of life; special educational needs and obstacles to learning and participation; educational success for all students);
know and understand inclusive teaching strategies and individualized planning tools;

- Know the characteristics of the inclusive teacher-educator;

- Know how to evaluate the effectiveness of inclusive teaching interventions.

The program will focus on the development of the following theoretical-methodological content:

- the concepts of integration and inclusion;

- the main historical moments of the discipline and its protagonists;

- the evolution of the Italian legislation to support inclusion;

- the specific and appropriate language of special pedagogy;

- the main models of disability;

- the classification manuals (ICF and DSM-5);

- the special educational needs (SEN);

- the individualized planning tools provided by school regulations (PEI and PDP);

- the fundamental principles for the construction of an inclusive curriculum (UDL);

- the criteria for ensuring access to educational materials and for finding points of contact to curricular programming;

- analog and low-tech inclusive tools;

- the main strategies on the methodological-didactic level;

- technologies to support inclusive teaching, as well as facilitators of autonomy in learning processes;

- the quality indicators of an inclusive School.

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

Teaching

Frontal lessons and group work

Attendance

There is no obligation to attend.

Course books

1.     Cottini L., Didattica speciale e inclusione scolastica – Carocci, Roma, 2017 (escluso cap. 13)

2.     Emili E.A. e Pascoletti S., Tecnologie e nuovo PEI. Facilitatori e strumenti nel progetto educativo individualizzato, Anicia, Roma, 2021 (uscita fine settembre/ottobre 2021)

Assessment

Final written test with closed and open questions aimed at ascertaining the students' knowledge and skills.

There will be 12 questions (10 closed plus 2 open).  

Through a semi-structured questionnaire, with the addition of two open questions, the following knowledge and skills will be evaluated:

- the understanding of the fundamental concepts of the discipline;

- the ability to use knowledge and concepts to reason according to the logic of the discipline.

The first ten questions, multiple-choice, centered on knowledge of concepts, techniques, and methodologies will be evaluated with a score of 0 points for each incorrect answer, or not given, and 2 points for each correct answer, for a maximum of 20 points total.

The remaining two open-ended questions, centered on the application of concepts, techniques, and methodologies, will be scored from 0 to 5 points for each answer, for a maximum of 10 points total.

The final grade will be given in thirtieths. 

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

Non-attending students are invited to consult the didactic material uploaded on Moodle (slides discussed in class, examples of educational research, types of survey instruments, etc.) through which it will be possible to further study the books indicated in the "Study Texts" section.

Attendance

There is no obligation to attend.

Course books

1.     Cottini L., Didattica speciale e inclusione scolastica – Carocci, Roma, 2017 (escluso cap. 13)

2.     Emili E.A. e Pascoletti S., Tecnologie e nuovo PEI. Facilitatori e strumenti nel progetto educativo individualizzato, Anicia, Roma, 2021 (uscita fine settembre/ottobre 2021)

Assessment

Final written test with closed and open questions aimed at ascertaining the students' knowledge and skills.

There will be 12 questions (10 closed plus 2 open).  

Through a semi-structured questionnaire, with the addition of two open questions, the following knowledge and skills will be evaluated:

- the understanding of the fundamental concepts of the discipline;

- the ability to use knowledge and concepts to reason according to the logic of the discipline.

The first ten questions, multiple-choice, centered on knowledge of concepts, techniques, and methodologies will be evaluated with a score of 0 points for each incorrect answer, or not given, and 2 points for each correct answer, for a maximum of 20 points total.

The remaining two open-ended questions, centered on the application of concepts, techniques, and methodologies, will be scored from 0 to 5 points for each answer, for a maximum of 10 points total.

The final grade will be given in thirtieths. 

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.