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.

- 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.

No

In relation to the student discipline:

- show the possession of the mastery of basic knowledge related to the main lines of the scientific debate within special didactic accordingly with particular reference to its constituent elements (problems and methods) and to relations with the teaching; the characteristics of the theoretical and methodological approaches of the special didactic for inclusion;

- show an understanding of the scientific concepts, educational and teaching provided by the course; provide examples of didactic transposition for school inclusion of all students; be able to analyze strategies of special didactic for inclusion, identifying any weaknesses and strengths;

- show ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. Must be able, in particular: to use knowledge and concepts to identify appropriate strategies of special didactic for inclusion, to simulate the design of inclusion curriculum; to envisage some design assumptions that include inclusive learning environments.

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

Textbooks supported by the material discussed in class and material uploaded in blended learning.

The topics of the course will be made concrete through exercises provided in the laboratory always taught by the teacher.

Formative assessment tests will be provided, represented by structured tests with an answer key to favor a self-assessment by the students, followed by a reflection on the course in the classroom.

Teaching

Lectures, seminars, laboratory simulations in the classroom.

Attendance

No obligation.

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 five questions.

The first four 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 following knowledge and skills will be assessed:

- understanding of the fundamental concepts of the discipline;

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

The first four questions will be evaluated with a score from 0 to 5, while the fifth question will be assigned a rating from 0 to 10.

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

Volume study plans and materials available in blended learning.

Attendance

No obligation.

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 five questions.

The first four 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 following knowledge and skills will be assessed:

- understanding of the fundamental concepts of the discipline;

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

The first four questions will be evaluated with a score from 0 to 5, while the fifth question will be assigned a rating from 0 to 10.

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.