The greatest challenge of society oriented towards enhancing the universal rights of people, regardless of the particular conditions of disability or vulnerability, is to focus on training processes declined in an inclusive perspective. One of the most important aims will be to develop a critical reflection on the evolution of integration-inclusion processes at national and international level regarding the models of interpretation and representation of disability in society and in sport over time. From a transdisciplinary perspective, particular attention will be given to socio-relational skills and effective communication between students and colleagues, to the importance of team work. Particular importance will be given to the knowledge of the main techniques and methodologies for reading and observing contexts to learn to recognize barriers (physical and cultural) and facilitators capable of creating inclusive learning environments.

The course will deal with the following topics: - Acquire a knowledge of the regulatory evolution in the national and international context of integration and inclusion processes - Old and new models of classification of disability and possible operational itineraries - The terminological and semantic problem in Special Pedagogy. - A new interpretation of disability - The concept of "Special educational needs" - Assertive and prosocial communication skills, knowing how to work in a group - Emotional and affective sphere, on socialization processes; - Observation techniques of contexts and socio-dynamics - relational; - Techniques and methodologies inherent to an inclusive approach within heterogeneous groups in the presence of "Special educational needs" students; - Main lines of the ICF bio-psycho-social anthropological model - Design of inclusive good practices using approaches and methods of creative work.- Narrative strategies and methods and inclusion of diversity.

The knowledge and enhancement of intelligence in all its forms will be appreciated, as well as the student's critical, creative and transversal thinking

In summary, the expected learning outcomes are: KNOWLEDGE AND LEARNING AND REELABORATION SKILLS students will have acquired the knowledge and understanding of the fundamental principles of developmental and educational psychology, of the evolutionary stages that can affect everything life span and communicative and educational approaches GENERALIZATION AND APPLICATION OF KNOWLEDGE: students will be able to understand dynamics related to the psychological development of individuals to address the most recurring problems, through the application and transfer of knowledge acquired during the course with particular reference to ethical and prosocial values. DEVELOPMENT OF A CRITICAL THINKING: students

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

The course will be organized using a "plural" teaching based on lectures, but also term papers, videos, individual research, laboratory exercises, seminars, debates on specific topics, group work, etc.

Within the course, in order to encourage innovative teaching, some moments of laboratory activity are foreseen related to the narrative project entitled: "Encountering diversity: a sensitive knowledge", with the use of mixed qualitative and quantitative research methods.

A specific moment of formative evaluation is foreseen on some issues addressed, without suspension of the lessons

Innovative teaching methods

The face-to-face teaching method will be enriched with individual and group exercises and insights. Some topics of the course will be treated through the use of diversified languages eg. illustrative videos, film clips, documentaries. Students will be encouraged to create multimedia products according to the narrative-autobiographical method (video, podcast, etc.) with the use of other expressive languages such as music and dance. In addition, strategies such as the "Flipped classroom", the reading of articles or essays to be discussed together in a critical-constructive way with “Debate” practices will be implemented. Finally, the intervention of experts is foreseen.

Course books

SLIDES APLOADED TO  BLENDED ( to study)

1. M. A. Galanti, M. Pavone, Didattiche da scoprire. Linguaggi, diversità, inclusione. Mondadori Università. Milano, 2020. (To study  only chapter 1,  chapter 2, chapter 3, chapter 4, chapter 6, chapter 10, chapter 12, chapter 14,  chapter 15).

2.  Il testo ufficiale di studio  è : P. Gaspari, La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni. (in press). Nel caso non fosse disponibile in tempi adeguati  andrà sostituito con: P. Gaspari, Pedagogia speciale: questioni epistemologiche, Anicia, Roma, 2012.  (to study only: chapter 1 and chapter 2). 

3. G. Lombardi, Il team nei processi d'nclusione, Pensa Multimedia, Lecce, 2020. (To study only :  Conversation with Fabio Bocci, Lucia de Anna, Andrea Canevaro). 

Assessment

The assessment of learning will take place thanks to a final exam carried out in written mode with multiple choice answers and possible open question (e.g., short essay with space and time limits) as the objective of the test is mainly to verify the ability to use knowledge and concepts that allow reflection following the specific epistemic logic of the discipline. It becomes of particular importance to identify and define the main theoretical constructs related to inclusive processes; develop some effective pedagogical-didactic tools; knowing how to construct intervention hypotheses functional to the training needs of people with disabilities and SEN. In addition, moments of monitoring and ongoing evaluation are envisaged.and by appointment.

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 can take advantage of didactic material (articles, essays, slides, videos, etc.) inserted by the teacher on the Moodle platform, blended.uniurb.it.

It is possible to contact the teacher by e-mail

Course books

SLIDES APLOADED TO  BLENDED ( to study)

1. M. A. Galanti, M. Pavone, Didattiche da scoprire. Linguaggi, diversità, inclusione. Mondadori Università. Milano, 2020. (To study  only: chapter 1,  chapter 2, chapter 3, chapter 4, chapter 6, chapter 10, chapter 12, chapter 14,  chapter 15).

2.  Il testo ufficiale di studio  è : P. Gaspari, La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni. (in press). Nel caso non fosse disponibile in tempi adeguati  andrà sostituito con: P. Gaspari, Pedagogia speciale: questioni epistemologiche, Anicia, Roma, 2012.  (to study only: chapter 1 and chapter 2). 

DO YOU CAN CHOSE TO::

3:G. Caione, (2020), Bes & attività motorie inclusive. Proposte didattiche operative, Soares editore, Torino.

3. G. Lombardi, Il team nei processi d'nclusione, Pensa Multimedia, Lecce, 2020. (To study only : Conversation with Fabio Bocci, Lucia de Anna, Andrea Canevaro). 

Assessment

The assessment of learning will take place thanks to a final exam carried out in written mode with multiple choice answers and possible open question (e.g., short essay with space and time limits) as the objective of the test is mainly to verify the ability to use knowledge and concepts that allow reflection following the specific epistemic logic of the discipline. It becomes of particular importance to identify and define the main theoretical constructs related to inclusive processes; develop some effective pedagogical-didactic tools; knowing how to construct intervention hypotheses functional to the training needs of people with disabilities and SEN. In addition, moments of monitoring and ongoing evaluation are envisaged.and by appointment.

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.