- know the basic concepts of special education; models of disability; relevant legislation; the transition from exclusion to inclusion: the ICF;

- knowing and knowing how to apply inclusive teaching strategies in school settings (inclusive curriculum);

- know how to design and conduct inclusive intervention models aimed, in particular, at guaranteeing the right to read (from shared to independent reading through reasonable accommodations and facilitators that make picture books and books accessible).

-The concept of inclusion and procedures to promote it at school.

-The legislation supporting inclusion.

-Disability models.

-The anthropological bio-psycho-social model of the ICF, critical reflections and educational perspectives.

-Educational intervention in early childhood, with reference to children with disabilities.

-The UDL model (will be explored in the second year).

-The concept of the zone of proximal development.

-Climate, shared rules at school and cooperative strategies.

-Cognitive and metacognitive strategies.

-Education to emotions.

-Compensatory tools and dispensatory measures for persons with specific learning disorders (SLD).

-Strategies to support the study method (concept maps, etc.).

-Law 170/2020 and Personalised Learning Plan (PDP) planning for people with SLD.

-Features of accessible picture books and books.

-Inclusive shared reading strategies.

No propaedeuticity is provided.

The expected learning outcomes, referring to the Dublin Descriptors, are as follows.

Knowledge and understanding (knowledge and understanding):

- Knowledge and understanding of general concepts related to school inclusion, with particular reference to the field of disability, Learning Disabilities and other Special educational needs;

- Knowledge and understanding of the methodologies of educational observation and assessment to be applied with persons with special educational needs of different ages and in different contexts;

- Knowledge and understanding of educational intervention methodologies for persons with special educational needs of different ages and in different contexts;

Applied knowledge and understanding (applying knowledge and understanding):

- Ability to apply knowledge in the area of promoting inclusive policies and practices for all.

- Analyze inclusive educational intervention appropriate to the context and special educational needs. 

- Design curricular segments, within the relevant subject area/field of experience, dedicated to the promotion of reading for all and for each. 

Autonomy of judgment (making judgements):

- Know how to express opinions, hypotheses, judgments, and evaluations of different methodologies for building and promoting inclusive environments for all in society.

- Identify the most appropriate inclusive teaching mediators for building an inclusive learning environment.

- Interpret teaching situations that present barriers by formulating hypotheses to activate facilitators. 

Communication skills (communication skills):

- Ability to clearly express course content by explaining its meaning;

- Ability to communicate through the use of discipline-specific language with school practitioners;

- Ability to argue about issues and problems in inclusive education. 

Ability to learn (learning skills):

- Be able to learn discipline-specific content through various modes (individual work, group work, etc.), also making use of specific methodologies (advance organizers, mind and concept 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

No supporting activities are planned.

Teaching

The course includes:

face-to-face lectures
group work
participatory lectures in which the results of group work will be discussed

During the lectures, testimonies from external experts will be provided through a dialogue lecture between lecturer, guest speaker and students. In particular, subject matter experts in "Special Education": Dr. Federica Sisti and Dr. Alessia Muratori.

Innovative teaching methods

Debate (debate)

Flipped classroom (flipped classroom)

Learning by doing (Simulation of scenarios, etc.)

Attendance

There is no obligation to attend.

Course books

- Cottini L. (2020). Didattica speciale e inclusione scolastica. Carocci, Roma.

Ai fini dell’esame, solo: Da pag. 29 a pag. 96. Da pag. 141 a pag. 150. Da pag. 164 a pag. 210. Da pag. 228 a pag. 285.

- Emili E. A. (2020). Dislessia. Progettualità educative e risorse compensative. BUP, Bologna (disponibile anche in versione gratuita PDF Open Access sul sito della BUP). 

Ai fini dell’esame, solo: da pag. 27 a pag. 62 e da pag. 93 a pag. 168. 

- Emili E. A. e Macchia V. (2020). Leggere l'inclusione. Albi illustrati e libri per tutti e per ciascuno. ETS, Pisa

Ai fini dell’esame, solo: da pag. 51 a pag. 147.

Assessment

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

Four questions will be scheduled.  Duration of the test 60 minutes.

The first three, closed, with justification of the answer in a maximum of 10 lines, will be directed to assess knowledge and ability to understand the central concepts of the course.

The following knowledge and skills will be assessed:

- the understanding of the core concepts of the discipline;

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

The prompt will be to respond by highlighting, in a limited number of lines, the central themes of the proposed argument.

The last question, open, may require argued reflection or present a real task aimed at sifting procedural knowledge through proposed problem solving situations.

The first three questions will be scored from 0 to 5, while the fourth question will be given a rating from 0 to 15.

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 teaching materials uploaded on Moodle blended.uniurb.it (slides discussed in class, etc.) through which it will be possible to further study the volumes indicated in the "Study Texts" section.

Course books

- Cottini L. (2020). Didattica speciale e inclusione scolastica. Carocci, Roma.

Ai fini dell’esame, solo: Da pag. 29 a pag. 96. Da pag. 141 a pag. 150. Da pag. 164 a pag. 210. Da pag. 228 a pag. 285.

- Emili E. A. (2020). Dislessia. Progettualità educative e risorse compensative. BUP, Bologna (disponibile anche in versione gratuita PDF Open Access sul sito della BUP). 

Ai fini dell’esame, solo: da pag. 27 a pag. 62 e da pag. 93 a pag. 168. 

- Emili E. A. e Macchia V. (2020). Leggere l'inclusione. Albi illustrati e libri per tutti e per ciascuno. ETS, Pisa

Ai fini dell’esame, solo: da pag. 51 a pag. 147.

Assessment

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

Four questions will be scheduled.  Duration of the test 60 minutes.

The first three, closed, with justification of the answer in a maximum of 10 lines, will be directed to assess knowledge and ability to understand the central concepts of the course.

The following knowledge and skills will be assessed:

- the understanding of the core concepts of the discipline;

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

The prompt will be to respond by highlighting, in a limited number of lines, the central themes of the proposed argument.

The last question, open, may require argued reflection or present a real task aimed at sifting procedural knowledge through proposed problem solving situations.

The first three questions will be scored from 0 to 5, while the fourth question will be given a rating from 0 to 15.

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.