The course is aimed at the acquisition of the fundamental theoretical and methodological principles of Special Education for Inclusion as a science of teaching. The course aims, in particular, at mastering the concepts and methodologies underlying an inclusive didactics capable of responding to the needs of all and, in particular, of pupils with special educational needs (BES) from a perspective of valuing differences. In particular, the pedagogical posture is focused on the identification and removal of barriers to active participation and learning for pupils with disabilities, with DSA and other specific developmental disorders, and with socio-economic, linguistic and cultural disadvantages.

Specifically, the course aims to promote the following training objectives in students

- to know how to distinguish the main learning characteristics of pupils with disabilities, with specific learning disorders (DSA) and with other special educational needs (BES)

- knowing how to use the language of special education appropriately;

- know the reference concepts of special didactics (school integration and inclusion; individualisation and personalisation of learning-teaching processes; special educational needs and obstacles to learning and participation; educational success for all learners; quality of life; autonomy, self-determination, management of free time and work);

- know and understand inclusive teaching strategies and individualised planning tools;

- know the characteristics of the inclusive educator;

- know how to design and conduct inclusive intervention models that include, in particular, the use of assistive and inclusive technologies to remove barriers to learning and participation. 

The programme will focus on the development of the following theoretical-methodological contents :

• the quality of life paradigm
• the socio-pedagogical professional educator as an inclusive professional
• promoting school inclusion: from nursery to university
• becoming an adult: support for gaining autonomy 
• towards work through quality projects
• leisure time management for a quality life
• services for social inclusion and housing as vehicles for a quality life
• How to choose a quality digital learning resource
• Assistive Technologies (AT) for visual impairment
• AT for hearing disability
• AT for motor disability
• AT for cognitive disability and executive functions
• AT for complex communication needs
• AT for specific learning disabilities
• AT for social-emotional skills
• Media, video games, books and disability

No propaedeuticities are 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 special education for inclusion, with particular reference to the area of disability;
• Knowledge and understanding of teaching observation and assessment methodologies to be applied with persons with disabilities of different ages in the school setting;
• Knowledge and understanding of educational intervention methodologies for persons with special educational needs of different ages in learning environments.
• Applied knowledge and understanding (applying knowledge and understanding):
• Ability to apply knowledge on promoting inclusive policies and practices for all
• Analyze inclusive educational intervention appropriate to the context and special educational needs.
• Design curricular segments, in the relevant subject area/field of experience, that involve the use of assistive and inclusive technologies. 
•  Autonomy of judgment (making judgements):
• Know how to express opinions, hypotheses, judgments, and evaluations on different methodologies for building and promoting inclusive environments for all and each in learning environments .
• 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

During the lessons, the testimony of the primary school teacher, as well as special education teacher, Dr. Alessia Muratori, through a dialogue lecture between lecturer, guest speaker and students, is expected.

Teaching

The course includes:

• lectures
• group work and video presentations
• participative lessons in which the work presented will be discussed

Innovative teaching methods

Flipped Classroom 

Attendance

There is no obligation to attend.

Course books

1. Emili E.A (a cura di) (2023). Costruire ambienti di apprendimento inclusivi con le tecnologie. Erickson, Trento

To be studied exclusively:

• da pag. 115 a pag. 361

2. Cottini L. (2021). Didattica speciale per l’educatore socio-pedagogico. Carocci, Roma

To be studied exclusively:

• da pag. 21 (paragrafo 3) a pag. 105 (no paragrafo 5)
• da pag. 113 a pag. 179

Assessment

The planned objectives are verified through an oral interview

The oral examination will be assessed according to the following criteria 

• relevance, effectiveness and degree of articulation of the answers in relation to the programme content
• adequacy of the disciplinary language used
• ability to apply the knowledge acquired with reference to the different educational and professional contexts
• relevance in the application of methodologies, techniques, tools
• ability to critically discuss the topics covered 
• completeness, appropriateness and originality of the papers produced in class.

Each of the criteria is assessed on the basis of a scale of values/judgements with equal weight assigned to each criterion

The final assessment is expressed in thirtieths. 

Intermediate self-assessment test, optional (not valid for final examination assessment)

An optional intermediate self-assessment test will be held during the course.

This test, which is optional, will have the sole purpose of enabling students to self-assess their degree of knowledge and ability to understand the concepts addressed so far during the course.  

They will have to fill in a multiple-choice questionnaire which will be made available on the Moodle blended.uniurb.it platform.

During the course, any critical points that have emerged from the mid-term tests will be taken up and discussed in depth. 

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 didactic material uploaded on Moodle (slides discussed in class, examples of educational research, types of survey instruments, etc.) through which it will be possible to further study the books indicated in the "Study Texts" section.

Attendance

There is no obligation to attend.

Course books

In order to give non-attending students the opportunity to compensate for what is done during the lectures through self-study, it is recommended that they make use of all the materials posted on the blended platform (slides, tutorials, supplementary material) that are particularly useful for a full understanding of the programme content.

1. Emili E.A (a cura di) (2023). Costruire ambienti di apprendimento inclusivi con le tecnologie. Erickson, Trento

To be studied exclusively:

• da pag. 115 a pag. 361

2. Cottini L. (2021). Didattica speciale per l’educatore socio-pedagogico. Carocci, Roma

To be studied exclusively:

• da pag. 21 (paragrafo 3) a pag. 105 (no paragrafo 5)
• da pag. 113 a pag. 179

Assessment

The planned objectives are verified through an oral interview

The oral examination will be assessed according to the following criteria 

• relevance, effectiveness and degree of articulation of the answers in relation to the programme content
• adequacy of the disciplinary language used
• ability to apply the knowledge acquired with reference to the different educational and professional contexts
• relevance in the application of methodologies, techniques, tools
• ability to critically discuss the topics covered 
• completeness, appropriateness and originality of the papers produced in class.

Each of the criteria is assessed on the basis of a scale of values/judgements with equal weight assigned to each criterion

The final assessment is expressed in thirtieths. 

Intermediate self-assessment test, optional (not valid for final examination assessment)

An optional intermediate self-assessment test will be held during the course.

This test, which is optional, will have the sole purpose of enabling students to self-assess their degree of knowledge and ability to understand the concepts addressed so far during the course.  

They will have to fill in a multiple-choice questionnaire which will be made available on the Moodle blended.uniurb.it platform.

During the course, any critical points that have emerged from the mid-term tests will be taken up and discussed in depth. 

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.