EDUCATIONAL PLANNING FOR INCLUSION
PROGETTAZIONE EDUCATIVA PER L'INCLUSIONE
A.Y. | Credits |
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2024/2025 | 5 |
Lecturer | Office hours for students | |
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Susanna Testa |
Assigned to the Degree Course
Date | Time | Classroom / Location |
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Date | Time | Classroom / Location |
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Learning Objectives
The course is aimed at acquiring the theoretical and methodological principles of Special Pedagogy and the design of inclusive contexts to respond appropriately to the multiple and diverse needs of pupils with disabilities.
Knowing and understanding the fundamentals of special pedagogy (epistemology, terminology, problems and methods)
Understand the relevance of designing and managing inclusive learning contexts to foster the process of developing identity, autonomy, creativity
Acquire methodological strategies and tools aimed at observing contexts and designing inclusive educational interventions
Design, evaluate and document educational interventions with a view to continuous improvement of inclusive processes
To develop educational and teaching skills aimed at the enhancement of individual potential and the personal and social well-being of learners with disabilities
Program
The following topics will be covered
Special Pedagogy and the possible evolution into Inclusive Pedagogy
Old and new models of disability classification
The terminological and semantic problem
A new interpretation of disability according to the ICF bio-psycho-social model
The founding categories of educational care and help.
The concept of "Special Educational Needs" according to recent regulations and perspectives.
Narration, educational care and existential redesigning
The role of the socio-educational educator as mediator of school and social inclusion and facilitator of existential redesign.
Designing for inclusive trajectories: facilitation, simplification, reasonable accommodation
Setting up inclusive contexts at school: Inclusive doing at school, identifying barriers and facilitators
The IEP and integrated planning
Managing the classroom from an inclusive perspective: attention to special educational needs, class climate, group relations, cooperative and metacognitive strategies, formative and inclusive assessment
Designing school activities also with the use of educational technologies according to the principles of Universal design for learning.
Bridging Courses
There is no obligation to attend
Learning Achievements (Dublin Descriptors)
Knowledge and understanding.
By the end of the course the student will have acquired:
1) knowledge of the constituent elements of Special Pedagogy: language, problems and methods
2) knowledge of the multiple didactic and methodological strategies
3) knowledge of the constituent elements of the IEP - Life Project
Applied knowledge and understanding.
At the end of the course the student is expected to demonstrate the ability to:
1) design educational interventions starting from the observation of school contexts, analysing barriers and facilitators according to the ICF
2) analysing the different educational needs of pupils in order to design educational interventions to be included in the IEP - Life Project
Autonomy of judgement (making judgements).
At the end of the course the student will have to demonstrate the ability to
1) use knowledge and concepts that allow reasoning according to the plural and open logics of the discipline
2) identify intervention methodologies appropriate to school contexts;
3)to know how to use technological tools as didactic mediators as indicated in the Universal Design for learning
Communication skills.
At the end of the course the student should have acquired the ability to:
1) use discipline-specific vocabulary with school and social workers
2) Communicating assertively with specialist support teachers, family and health professionals
Learning skills.
At the end of the course the student will have acquired the ability to:
1) critically analyse and evaluate implemented teaching activities in order to constantly improve them
-2) to independently investigate problems related to the different educational contexts: school and out-of-school;
Teaching Material
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
Supporting Activities
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
Teaching, Attendance, Course Books and Assessment
- Teaching
The course will be organised using a 'plural' teaching method based on lectures, but also on workshop exercises, group work and discussions on specific topics.
The face-to-face teaching method will be enriched with individual and group exercises and in-depth studies. 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.
In addition, strategies such as the 'Flipped classroom', reading articles or excerpts from essays to be discussed together in a critical-constructive manner with 'Debate' practices will be implemented.
- Innovative teaching methods
The course will be organised using a 'plural' teaching method based on lectures, but also on workshop exercises, group work and discussions on specific topics.
The face-to-face teaching method will be enriched with individual and group exercises and in-depth studies. 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.
In addition, strategies such as the 'Flipped classroom', reading articles or excerpts from essays to be discussed together in a critical-constructive manner with 'Debate' practices will be implemented.
- Attendance
There is no obligation to attend
- Course books
1. Gaspari P. (2023), La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni., FrancoAngeli, Milano.
2. Gaspari P. (2020), L' educatore socio-pedagogico come professionista inclusivo dopo la "Legge Iori", Anicia, Roma.
3. Zappaterra T. (2022), Progettare attività didattiche inclusive. Strumenti, tecnologie e ambienti formativi universali, Guerini scientifica, Milano.
- Assessment
The assessment of learning will take place through a final examination conducted in written form with 2 open answers (short essay in 1 hour).
The objective of the test is mainly to verify the ability to use knowledge and concepts to identify and define the main theoretical constructs relating to inclusive processes and to be able to design intervention hypotheses that are functional to the training needs of subjects with disabilities.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
The course will be organised using a 'plural' teaching method based on lectures, but also on workshop exercises, group work and discussions on specific topics.
The face-to-face teaching method will be enriched with individual and group exercises and in-depth studies. 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.
In addition, strategies such as the 'Flipped classroom', reading articles or excerpts from essays to be discussed together in a critical-constructive manner with 'Debate' practices will be implemented.
- Attendance
There is no obligation to attend
- Course books
1. Gaspari P. (2023), La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni., FrancoAngeli, Milano.
2. Gaspari P. (2020), L' educatore socio-pedagogico come professionista inclusivo dopo la "Legge Iori", Anicia, Roma.
3. Zappaterra T. (2022), Progettare attività didattiche inclusive. Strumenti, tecnologie e ambienti formativi universali, Guerini scientifica, Milano.
- Assessment
The assessment of learning will take place through a final examination conducted in written form with 2 open answers (short essay in 1 hour).
The objective of the test is mainly to verify the ability to use knowledge and concepts to identify and define the main theoretical constructs relating to inclusive processes and to be able to design intervention hypotheses that are functional to the training needs of subjects with disabilities.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
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