Teaching code

4S003377

Teacher

Angelo Lascioli

Coordinator

Angelo Lascioli

Credits

6

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION

Period

Sem. 2A dal Feb 13, 2023 al Mar 30, 2023.

Lessons timetable Moodle Seminars 0

Learning objectives

Knowledge and understanding 1. Knowledge of the fundamental core of international documents in the field of inclusive education, and understanding in depth the concrete problems and the resources of the inclusive educational action in the scholastic, work and social context. 2. Knowledge and understanding of the theoretical and methodological references of the inclusive approach in education. 3. The difference between the different meanings and the different modalities of inclusive educational action in relation to the contexts and characteristics of the subjects, with particular attention to inclusive processes concerning people with disabilities. Applying knowledge and understanding 1. Knowing how to analyze the quality of the inclusion of a school and extracurricular context, using methodologies and tools suitable for the purpose such as, for example, the “Index for inclusion”. 2. Knowing how to analyze and assess the inclusive attitude of a context in relation to the particular needs of young people and adults with special needs, with the aim of developing pedagogical designs suitable for pursuing the highest possible levels of inclusion, working and / or social. 3. To learn the ways through which it is possible to design an educational intervention, of an inclusive type, starting from the ability to find relevant and effective sources through the consultation of the reference scientific literature.

Prerequisites and basic notions

In order to be able to understand and deal with the contents of the teaching, students should have already attended at least one course of Didactics and / or General Pedagogy, in particular the knowledge of the meaning of educational relationship and educational planning is required.

Program

The inclusive theoretical and methodological paradigm;
The outcomes of the latest researches in Special Education in an inclusive prospect;
The passage from the school integration of the students with a certified handicap to the model of Inclusive Education;
Special education needs and inclusive prospect;
The capacitive co-design;
The ICF logic (OMS, 2001) in the prevention of disabilities from the analysis of functioning to the inclusive actions;
From the ICF functioning profile to educational planning.

Within the course, different types of didactic methods will be activated:
- frontal and / or distance lessons;
- Reading and comment of excerpts;
- Case studies;
- Exercises;
- Vision of short movies;
- Experiences from the professional context.

Bibliography

Didactic methods

Frontal lessons during which the fundamental theoretical nuclei of teaching will be explained to the students; PowerPoint presentation, summarizing the topics of the lesson; Presentation of short videos, concerning the topics in the program, which will be followed by moments of discussion and comparison in the classroom; Presentation of testimonies / experiences regarding educational projects aimed at adolescents, young people and / or adults with disabilities. The lessons will also be available remotely, via a zoom link.

Learning assessment procedures

The assessment of learning will take place through a written test which will consist in the presentation of a series of closed questions and open questions, relating to the topics covered during the course and relating to the exam texts.

Evaluation criteria

The following evaluation criteria will be taken into consideration: - having understood the relevant elements underlying the main theories and main international documents on inclusive education; - have understood the elements characterizing the inclusive didactic action; - be able to present their arguments rigorously and in a limited time, identifying and selecting the essential elements for the presentation; - be able to critically analyze the case studies and experiences presented; - know how to use the biopsychosocial perspective of the ICF in the analysis of the inclusion processes of pupils with disabilities and / or with special educational needs. In relation to the situation deriving from the Coronavirus emergency, the examination methods indicated above could undergo changes.

Criteria for the composition of the final grade

For each closed question a maximum score of 1.5 points will be awarded; for each open question, a maximum score of 3 points will be awarded. The overall evaluation will be expressed out of thirty

Exam language

Italiano