Strengthen the professional skills of future teachers and pedagogists from an inclusive perspective - Put yourself empathetically in the shoes of people with disabilities - Know how to master the main expressive communicative languages in a creative way by creating some materials and products capable of raising the level of participation of pupils in the classroom with " special educational needs" and more

The course will cover the following topics in the order indicated:
(First lesson) - narrative-autobiographical approach

(Second lesson) -observation techniques in the educational context

(Third) Communicative-affective management of student-teacher, teacher-teacher relational dynamics (learning styles, communication styles, etc.)

(Fourth) Use of alternative strategies and languages (CAA, LIS, BRAILLE etc.). Special teaching strategies and methods

- (Fifth) Design and practical construction of inclusive activities using creative approaches and working methods.

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1.   Knowledge and understanding. At the end of the course the student will have acquired the:

- knowledge of the main lines of the epistemological debate in the field of Special Pedagogy with particular reference to its constituent elements (language, problems and methods) and relationships with other educational sciences;

- ability to identify, define and compare the fundamental characteristics of the theoretical and methodological approaches of Special Pedagogy with particular reference to inclusive scholastic and social processes;

2.   Applying knowledge and understanding. At the end of the course the student will have to demonstrate the ability to:

- know and understand the concepts and theories covered by the course;

- recognize the different theoretical approaches and operate conceptually with them;

- analyze the characteristics of some inclusive tools referring to the school environment, such as the PEI, PDP, PAI, LIFE PROJECT, interpreted in light of the constructs explored;

3.   Making judgments. At the end of the course the student will have to demonstrate the ability to: use knowledge and concepts that allow reasoning according to the plural and open logic of the discipline;

- identify intervention methodologies suitable for different contexts (ICF logic);

- knowing how to propose intervention hypotheses and deal with pedagogical cases relating to scholastic and social inclusion;

4.   Communication skills. At the end of the course the student must have acquired the ability to:

·  use the specific vocabulary of the discipline in its meanings of reflection and operational practices in the field;

- knowing how to communicate with congruent tools addressed during the teaching course.

· communicate using specific disciplinary language with school and social workers;

5.   Learning skills. At the end of the course the student will have acquired the ability to:

· analyze and critically evaluate, in their reflective and epistemological aspects, the constructs of the discipline relating to the scholastic and social sphere;

·  independently investigate the problems relating to different educational contexts (school and out of school);

·  find the sources necessary for the development of reflections and projects aimed at the inclusive perspective;

·  build intervention hypotheses relating to pupils/people with BES.

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

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Teaching

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Innovative teaching methods

Innovative teaching

The in-person teaching method will be enriched with individual and group exercises and insights. Some topics of the course will be treated through the use of different languages e.g. 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. Furthermore, strategies such as the "Flipped classroom" will be implemented, the reading of articles or excerpts of essays to be discussed together in a critical-constructive way with "Debate" practices. Finally, the intervention of experts is expected.

Attendance

attendance obligation

Course books

The student can propose and chose it during course

Assessment

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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

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Attendance

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Course books

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Assessment

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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.

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