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

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.

There is no obligation to attend

 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;

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

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

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 thanks to a final exam carried out in written mode with 2 open answers.  The time available to answer the proposed questions is 1 hour. The evaluation criteria are the following: - relevance and effectiveness of the answers in relation to the contents of the program; - the level of articulation of the response; - adequacy of the disciplinary language used. Each of the criteria is assessed on the basis of a four-level scale of values/judgments with equal weight assigned to each criterion. The final evaluation is expressed in thirtieths.

Students who have registered their disability certification or DSA certification at the Inclusion and Right to Study Office can ask to use the concept maps (by keywords) during the exam. To this end, it is necessary to send the maps, two weeks before the exam session, to the course teacher, who will verify their consistency with the indications of the university guidelines and may request their modification.

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 with self-study for what is done during the lectures, we recommend the 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.

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 thanks to a final exam carried out in written mode with 2 open answers.  The time available to answer the proposed questions is 1 hour. The evaluation criteria are the following: - relevance and effectiveness of the answers in relation to the contents of the program; - the level of articulation of the response; - adequacy of the disciplinary language used. Each of the criteria is assessed on the basis of a four-level scale of values/judgments with equal weight assigned to each criterion. The final evaluation is expressed in thirtieths.

Students who have registered their disability certification or DSA certification at the Inclusion and Right to Study Office can ask to use the concept maps (by keywords) during the exam. To this end, it is necessary to send the maps, two weeks before the exam session, to the course teacher, who will verify their consistency with the indications of the university guidelines and may request their modification.

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.