Studying at the University of Verona
Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
Study Plan
This information is intended exclusively for students already enrolled in this course.If you are a new student interested in enrolling, you can find information about the course of study on the course page:
Laurea in Scienze dell'educazione - Enrollment from 2025/2026The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.
1° Year
Modules | Credits | TAF | SSD |
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Cultural Anthropology
Developmental and educational psychology
Sociology and analysis of social dynamics
History of Philosophy
History of Education and Pedagogy
A course to be chosen among the following
2° Year activated in the A.Y. 2016/2017
Modules | Credits | TAF | SSD |
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Teaching methodology and educational planning
Early Childhood Education
Computer Science and Multimedia
Theories and methods of cultural mediation
A course to be chosen among the following
A course to be chosen among the following
Social and Cultural Geography
A course to be chosen among the following
3° Year activated in the A.Y. 2017/2018
Modules | Credits | TAF | SSD |
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A course to be chosen among the following
A course to be chosen among the following
Theories and techniques of the primary socialization
A course to be chosen among the following
Modules | Credits | TAF | SSD |
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Cultural Anthropology
Developmental and educational psychology
Sociology and analysis of social dynamics
History of Philosophy
History of Education and Pedagogy
A course to be chosen among the following
Modules | Credits | TAF | SSD |
---|
Teaching methodology and educational planning
Early Childhood Education
Computer Science and Multimedia
Theories and methods of cultural mediation
A course to be chosen among the following
A course to be chosen among the following
Social and Cultural Geography
A course to be chosen among the following
Modules | Credits | TAF | SSD |
---|
A course to be chosen among the following
A course to be chosen among the following
Theories and techniques of the primary socialization
A course to be chosen among the following
Modules | Credits | TAF | SSD |
---|
Legend | Type of training activity (TTA)
TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.
Special Pedagogy (2017/2018)
Teaching code
4S00796
Teacher
Coordinator
Credits
9
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION
Period
Sem. IIA, Sem. IIB
Learning outcomes
This course is conceived to initiate the students into pedagogic and educative problems of the disabled. It is propaedeutic for the epistemological and teaching-methods problems. The students will be initiated into the most suitable methods of thought and attitude to set up an effective relationship with motor, sensory, intellective, and psychic disabled.
At the end of the course, students will have improved the following knowledge and skills:
- Knowledge of the fundamental theoretical (pedagogy) references that inspired to the special education;
- Knowledge of the methods through which it is possible to design special education;
- Knowledge of the possible special educational needs of the persons with disability and how to ascertain them early in order to prepare inclusive educational interventions;
- Know how to act according to the professional profile of the educator in the contexts that provide educational services to people with idsability;
- Being able to find pertinent and effective sources.
Program
1) The field of study of Special Pedagogy (Education).
2) Deficit, handicap and disability: definition, meaning, differences, and problems.
3) Special Educational Needs: educational viewpoint in the treatment of disabilities.
4) Problems and paradigms of special educational research.
5) The main documents relating to disability issued by WHO, UNESCO, UNO and the European Parliament.
6) The action in Special Education.
7) From the concept of Integration to that of Inclusive Education.
8) Life Planning and Growth Planning of people with disabilities (emotional development and sexual, job placement, social inclusion, etc.)
During the course, many experiences will be presented to the students as well as testimonies of special educational practice in the school, in the associations, and in the institutions of the territory
Basic books:
1) Lascioli A., Educazione speciale. Dalla teoria all’azione, FrancoAngeli, Milano, 2011.
2) Lascioli A., Handicap e pregiudizio. Le radici culturali, FrancoAngeli, Milano, 2011.
3) Sangalli A.L., Attività motoria compensativa, UnoEdizioni, Trento (ultima edizione).
Two books to choose from:
- Bocci F., Una mirabile avventura. Storia dell'educazione dei disabili da Jean Itard a Giovanni Bollea, Le Lettere, Firenze, 2011;
- Bogdashina O., Le percezioni sensoriali nell'autismo e nella sindrome di Asperger, UovoNero, Piacenza, 2011.
- Caldin R. (a cura di), Alunni con disabilità, figli di migranti, Liguori Editore, Napoli, 2012.
- Caldin R. (a cura di), Percorsi educativi nella disabilità visiva. Identità, famiglia e integrazione scolastica e sociale, Erickson, Trento, 2006.
- Cannavò C., E li chiamano disabili. Storie di vite difficili coraggiose stupende, BUR, 2007.
- D’Alonzo L., Integrazione del disabile. Radici e prospettive educative, Editrice La Scuola, Brescia, 2008.
- Ianes D., Bisogni Educativi Speciali e inclusione. Valutare le reali necessità e attivare tutte le risorse, Erickson, Trento, 2005.
- Jacobs B., Attraente, originale, … emotivamente pericoloso. Una storia d'amore con una persona con sindrome di Asperger, Erickson, 2004;
- Lascioli A., Pezzetta R., Fabio T., Flori C., Cinquanta di questi giorni. Per pensare la sessualità del disabile intellettivo, Testo con DVD, Aracne, Roma, 2010.
- Lepri C. (a cura di), La persona al centro. Autodeterminazione, autonomia, adultità per le persone disabili, FrancoAngeli, Milano, 2016.
- Maragna S., La sordità. Educazione, scuola, lavoro e integrazione sociale, Hoepli, 2008.
- Montobbio E. (a cura di), Il falso Sé nell’handicap mentale. L’identità difficile, Edizioni del Cerro, Pisa, 1992.
- Pueschel S., Adulti con sindrome di Down. Formazione, lavoro, sessualità e autonomia, Erickson, Trento, 2011;
Examination Methods
The assessment for learning will take place through a written examination paper that will consist of presenting a series of closed questions and open questions concerning the topics discussed during the course.
Written exam: 24 multiple choice questions and/or open regarding the basic references and 2 open questions regarding the chosen textbooks or chapters.
The following assessment criteria will be considered:
- Including the relevant elements that are the basis of the main theories relating to special education;
- Including the elements that characterize special education action;
- Being able to expose their arguments strictly and in a limited time by identifying and selecting the essential elements for exposure;
- Being able to analyse critically the books studied.