The major challenge of current societies, oriented to enhance the universal rights of people, regardless of particular conditions of disability or vulnerability, is to focus on educational and training processes declined from an inclusive perspective. In light of this essential premise, one of the purposes that will accompany our path will be to create an inclusive culture and a flexible and open mentality to welcome the diversity and human differences that characterize the human species. First of all, we will start from a critical reflection on the evolution of integration-inclusion processes at a national and international level regarding the models of interpretation and representation of disability in society and sport over time.From a transdisciplinary perspective, particular attention will be given to socio-relational skills and effective communication between students and colleagues and the importance of teamwork. But in many cases, paradoxically, it is precisely during the performance of sporting activities that moments of exclusion or separation are involuntarily created.Furthermore, the main techniques and methodologies for reading and observing contexts suitable for learning to recognize barriers (physical and cultural) as well as putting into practice facilitators capable of creating learning environments will be analysed, with a critical and constructive spirit. and inclusive physical and sporting activities. In many cases, paradoxically, it is precisely during the performance of sporting activities that moments of exclusion or separation are involuntarily created.Motor and sporting activity, thanks to adequate training of teachers and operators, is characterized as a powerful tool of education and inclusion. Also taking advantage of the playful aspect, it is an unparalleled opportunity for relationships, sharing, discussion, cooperation, joyful socialization, with repercussions on an emotional and psychosocial level, among other things.

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.

“Planning sports activities and games for each and every one”:

“Planning sports activities and games for each and every one”:

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

Formative assessment tests (self-assessment) are planned in itinere in person and/or online on 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 for exemple: 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.

Attendance

not expected

Course books

SLIDES APLOADED TO  BLENDED ( to study)

1 P. Gaspari, La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni. (in corso di preparazione). 

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

 3  P. Moliterni e A. Magnanini  (2018) Lo sport educativo per una società inclusiva. Tra esperienze, problematiche e prospettive,    Franco Angeli Milano  

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.

Specifically: - relevance and effectiveness of the responses in relation to the contents of the program; - level of articulation of the response; - adequacy of the disciplinary language used. Each of the criteria is evaluated on the basis of a scale of values

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

In order to give non-attending students the opportunity to compensate for what is covered during the lessons with independent study, we recommend using all the materials included in the blended platform (slides, exercises, supplementary material) which are particularly useful for fully understanding the contents of the program.

It is possible to contact the teacher by email and by appointment.

Attendance

not expected

Course books

SLIDES APLOADED TO  BLENDED ( to study)

1 P. Gaspari, La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni. (in corso di preparazione). 

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

 3  P. Moliterni e A. Magnanini  (2018) Lo sport educativo per una società inclusiva. Tra esperienze, problematiche e prospettive,    Franco Angeli Milano  

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.

Specifically: - relevance and effectiveness of the responses in relation to the contents of the program; - level of articulation of the response; - adequacy of the disciplinary language used. Each of the criteria is evaluated on the basis of a scale of values

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.

Passing the exam requires studying the indicated texts