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.

A.A. 2018/2019

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

Definition of lesson periods
Period From To
Sem. 1A Sep 24, 2018 Nov 10, 2018
Sem. 1B Nov 19, 2018 Jan 12, 2019
Sem. 2A Feb 18, 2019 Mar 30, 2019
Sem. 2B Apr 8, 2019 Jun 1, 2019
Exam sessions
Session From To
Sessione Invernale Jan 14, 2019 Feb 16, 2019
Sessione Estiva (Gli esami sono sospesi durante la Sessione di laurea) Jun 3, 2019 Jul 27, 2019
Sessione Autunnale Aug 26, 2019 Sep 21, 2019
Degree sessions
Session From To
Sessione Estiva Jul 8, 2019 Jul 13, 2019
Sessione Autunnale Nov 4, 2019 Nov 9, 2019
Sessione Invernale Mar 30, 2020 Apr 4, 2020
Holidays
Period From To
Festa di Ognissanti Nov 1, 2018 Nov 1, 2018
Festa dell’Immacolata Dec 8, 2018 Dec 8, 2018
Vacanze di Natale Dec 22, 2018 Jan 6, 2019
Vacanze di Pasqua Apr 19, 2019 Apr 23, 2019
Festa della liberazione Apr 25, 2019 Apr 25, 2019
Festa del lavoro May 1, 2019 May 1, 2019
Festa del Santo Patrono - S. Zeno May 21, 2019 May 21, 2019
Festa della Repubblica Jun 2, 2019 Jun 2, 2019
Vacanze Estive Aug 12, 2019 Aug 17, 2019

Exam calendar

Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.

Exam calendar

Should you have any doubts or questions, please check the Enrolment FAQs

Academic staff

A B C D G L M O P S U

Annechini Claudia

claudia.annechini@univr.it

Bertazzoni Cristina

cristina.bertazzoni@univr.it

Cusinato Guido

guido.cusinato@univr.it 045-802-8150

De Vita Antonietta

antonia.devita@univr.it 045 8028653

Di Nicola Paola

paola.dinicola@univr.it +39 045 802 8040

Gecchele Mario

mario.gecchele@univr.it +39 045802 8651

Girelli Claudio

claudio.girelli@univr.it 045/8028628

Lascioli Angelo

angelo.lascioli@univr.it +39 045802 8156

Lavelli Manuela

manuela.lavelli@univr.it +39 045 802 8136

Leoni Federico

federico.leoni@univr.it 0458028144

Loro Daniele

daniele.loro@univr.it +39 045 802 8041

Messetti Giuseppina

giuseppina.messetti@univr.it 045 8028780

Moro Valentina

Valentina.Moro@univr.it +39 045 802 8370

Mortari Luigina

luigina.mortari@univr.it 045 802 8652

Odini Luca

luca.odini@univr.it

Pedrazza Monica

monica.pedrazza@univr.it +39 045 802 8131

Piasere Leonardo

leonardo.piasere@univr.it +39 045 802 8619

Pontrandolfo Stefania

stefania.pontrandolfo@univr.it 045 802 8483

Portera Agostino

agostino.portera@univr.it +39 045802 8397
Foto 11/18,  January 31, 2019

Pozzo Riccardo

riccardo.pozzo@univr.it +390458028053

Scandola Michele

michele.scandola@univr.it +39 045 802 8407

Ubbiali Marco

marco.ubbiali@univr.it 045 802 8059

Study Plan

The 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 enrolment year.

Modules Credits TAF SSD
Between the years: 1°- 2°

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.




SPlacements in companies, public or private institutions and professional associations

Teaching code

4S003377

Coordinatore

Angelo Lascioli

Credits

6

Scientific Disciplinary Sector (SSD)

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

Language

Italian

Period

Sem. 2A dal Feb 18, 2019 al Mar 30, 2019.

Learning outcomes

Inclusive Education is a new direction of theoretical and practical research more and more established at an international and national level. Nowadays, in the educational and social contexts, the deeply felt problem is how to
turn our attention to the presence of those who have special needs in non-excluding forms, in particular when such needs are referred to the conditions of disabled people. Getting involved on inclusion means to change our approach towards the educational systems preparing them fit for answering to the different typologies of special needs that now characterize the normality of educational contexts. The ever-growing attention to universal rights and to the fulfilment of the ambition of any people, even if they are disabled, forces the specialist and the professional staff to carry out their researches according to an inclusive logic considering both school contexts and working conditions.
What is necessary to get through because of its negative value, it is the way of proceeding on the basis of which the bearers of special needs must be treated according to emergency and extraordinary logics.
Researchers and teachers must study a series of ordinary interventions and devise plans in order to grow the specialty to such an extent to become inclusive. Only in such a way the differences cannot be seen as interferences, but chances of improving the quality of educational systems.
The student who attends the course of Theories and methods of Inclusive Education will learn the main concepts of Inclusive Education and will be aware of the theoretical and methodological novelty of this branch of Pedagogy and will be informed of the educational and social practice.

At the end of the course, students will have improved the following knowledge and skills.
Knowledge:
1. To know the fundamental core of the international documents on inclusive education and at the same time the concrete problems and the resources of the inclusive educational action in the scholastic, work and social context.
2. To know the theoretical and methodological references of the inclusive approach in education.
3. To distinguish between the different meanings and the different modalities of the inclusive educational action in relation to the contexts and characteristics of the subjects, with particular attention to the inclusive processes concerning people with disabilities.

Skills:
4. Being able to analyze the quality of the inclusion of a scholastic and extracurricular context, using methodologies and tools suitable for the purpose such as, for example, the Index for inclusion.
5. Knowing how to analyze and evaluate 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 projects suitable to pursue the highest possible levels of inclusion, work and / or social.
6. To learn about the ways in which it is possible to plan an educational intervention, of an inclusive nature, starting from the ability to find relevant and effective sources through the consultation of the relevant scientific literature.

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 ICF logic (OMS, 2001) in the prevention of disabilities from the analysis of functioning to the inclusive actions.

Within the course, different types of didactic methods will be activated:
- Frontal lesson;
- Reading and comment of excerpts;
- Case studies;
- Witnesses;
- Vision of short movies;
- Experiences from the professional context.

Exam books:
Agenzia Europea per i Bisogni Educativi Speciali e l’Istruzione Inclusiva, Cinque messaggi chiave per l’educazione inclusiva. Dalla Teoria alla Prassi, Odense, Danimarca 2014
https://www.european-agency.org/sites/default/files/Five_Key_Messages_for_Inclusive_Education_IT.pdf
Marisa Pavone, L’inclusione educativa. Indicazioni pedagogiche per la disabilità, Mondadori Università, Milano 2014.
Lascioli Angelo, Verso l’Inclusive education, Edizioni del Rosone, Foggia 2014.
Pasqualotto Luciano, La valutazione multidimensionale e il progetto personalizzato. Prospettive e strumenti per educatori e operatori dei Servizi per la Disabilità Adulta, Erickson, Trento, 2014.

Other study material (slides, videos and scientific articles) will be uploaded through the e-learning platform.

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.
The following assessment criteria will be considered:
- Including the relevant elements that are the basis of the main theories and the main documents relating to inclusion;
- Including the elements that characterize inclusive didactic 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 case studies and the experiences presented.

Type D and Type F activities

Modules not yet included

Career prospects


Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details.

Graduation

Attachments

List of theses and work experience proposals

theses proposals Research area
Tesi - Contatto intergruppi online PSYCHOLOGY - PSYCHOLOGY
Tesi - progetto ULISSE PSYCHOLOGY - PSYCHOLOGY
Tesi - Resilienza in tempo di pandemia PSYCHOLOGY - PSYCHOLOGY
Tesi - Contatto intergruppi online Psychology - Psychology, Applied
Tesi - progetto ULISSE Psychology - Psychology, Applied
Tesi - Resilienza in tempo di pandemia Psychology - Psychology, Applied
Psicoanalisi Psychology - Psychology, Psychoanalysis
Tesi - Contatto intergruppi online Psychology - Psychology, Social
Tesi - progetto ULISSE Psychology - Psychology, Social
Tesi - Resilienza in tempo di pandemia Psychology - Psychology, Social
Stage Research area
Tirocinio - contatto intergruppi online PSYCHOLOGY - PSYCHOLOGY
Tirocinio - progetto ULISSE PSYCHOLOGY - PSYCHOLOGY
Tirocinio - Resilienza in tempo di pandemia PSYCHOLOGY - PSYCHOLOGY
Tirocinio - contatto intergruppi online Psychology - Psychology, Applied
Tirocinio - progetto ULISSE Psychology - Psychology, Applied
Tirocinio - Resilienza in tempo di pandemia Psychology - Psychology, Applied
Tirocinio - contatto intergruppi online Psychology - Psychology, Social
Tirocinio - progetto ULISSE Psychology - Psychology, Social
Tirocinio - Resilienza in tempo di pandemia Psychology - Psychology, Social

Stage e Tirocini

Per le altre attività formative (crediti F) sono previsti 9 cfu (pari a 225 ore) da acquisire solamente attraverso l’attività di tirocinio obbligatoria, a sua volta suddivisa in:
  • tirocinio indiretto (1 cfu: 25 ore di frequenza obbligatoria in università per il 75%) in preparazione dell’attività formativa sul campo;
  • tirocinio diretto (8 cfu), da svolgersi presso enti convenzionati.
L’ordinamento didattico della LM in Scienze pedagogiche prevede che il tirocinio indiretto a frequenza obbligatoria si svolga in università per il 75% nel secondo anno (1 CFU: 25 ore).
Il tirocinio indiretto consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso di formazione della durata di 25 ore.
La finalità di questo percorso è quella di preparare le/gli studenti alla particolare forma di apprendimento costituita dal tirocinio, dotandoli di conoscenze e strumenti adeguati a osservare, comprendere e rielaborare criticamente l’esperienza di tirocinio nei servizi educativi e ad affrontare il tirocinio negli enti con metodo e consapevolezza.
Il percorso, da attuare in gruppi da 20-25 persone sotto la supervisione di un tutor proveniente dal mondo professionale di educatori e pedagogisti, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.
 

Nuove Linee Guida per il tirocinio di Scienze pedagogiche.

Per altre informazioni in merito alle procedure per svolgere il tirocinio, è possibile contattare l'Ufficio Stage e Tirocini.

Gestione carriere


Student mentoring


Linguistic training CLA


Practical information for students


Further services

I servizi e le attività di orientamento sono pensati per fornire alle future matricole gli strumenti e le informazioni che consentano loro di compiere una scelta consapevole del corso di studi universitario.