Learning outcomes

1. Knowledge and understanding
Infant school
By the end of the course the student will be able to:
- consider critically the relationships between the neuro-biological and the contextual factors that influence the development of preschool children with disabilities and special educational needs;
- identify and explain the development of the learning processes in infant school, with reference to the main theoretical models;
- identify and explain the principal classifications and characteristics of disabilities and special educational needs in the context of the design of educational projects in infant school;
- analyze individual development and difficulties in the context of the design of educational projects in infants school for promoting well-being and inclusion.

Primary school
By the end of the course the student will be able to:
- consider critically the relationships between the neuro-biological and the contextual factors that influence the development of children in primary school with disabilities and special educational needs;
- identify and explain the development of the learning processes in primary schools, with reference to the main theoretical models;
- identify and explain the principal classifications and characteristics of disabilities and special educational needs in the context of the design of educational projects in primary school;
- analyze individual development and difficulties in the context of the design of educational projects in primary school for promoting well-being and inclusion.

2. Application of knowledge and understanding
Infant school
By the end of the course the student will be able to:
- choose the best instruments and methodologies in order to design and implement educational programming in infant school, particularly for promoting well-being and inclusion in the context of language delays and learning difficulties;
- identify early risk indicators in infant school when planning and designing educational projects for individual with disabilities and special educational needs intended to promote social inclusion;
- analyse and choose the best instruments for observation, assessment and design in infant school.
Primary school
By the end of the course the student will be able to:
- choose the best instruments and methodologies in order to design and implement educational programming in primary school, particularly for promoting well-being and inclusion in the context of language delays and learning difficulties;
- identify early risk indicators in primary school when planning and designing educational projects for individual with disabilities and special educational needs intended to promote social inclusion;
- analyse and choose the best instruments for observation, assessment and design in primary school.

3. Making judgements
Infant school
By the end of the course the student will be able to:
- reflect critically on the learning and language processes at work in infant school for disabilities and special educational needs;
- evaluate their own communicative and relational competence when designing projects with reference to infant school.
Primary school
By the end of the course the student will be able to:
- reflect critically on the learning and language processes at work in primary school for disabilities and special educational needs;
- evaluate their own communicative and relational competence when designing projects in reference to primary school.

4. Communication skills
Infanto school
By the end of the course the student will be able to:
- use language clearly, including technical terms where appropriate, in discussing the knowledge acquired with reference to infant school;
- communicate with all participants in learning programmes in infant school, such that knowledge and understanding are developed at all levels.
Primary school
By the end of the course the student will be able to:
- use language clearly, including technical terms where appropriate, in discussing the knowledge acquired with reference to primary school;
- communicate with all participants in learning programmes in primary school, such that knowledge and understanding are developed at all levels.

5. Learning skills
Infant school
By the end of the course the student will be able to:
- recognise learning abilities and development processes in a wide range of preschool children and groups, such that they can enhance all learning styles;
- identify the resources and methods best suited for the development of training arrangements for disabilities and special educational needs in preschool children.
Primary school
By the end of the course the student will be able to:
- recognise learning abilities and development processes in a wide range of children and groups in primary school, such that they can enhance all learning styles;
- identify the resources and methods best suited for the development of training arrangements for disabilities and special educational needs in children in primary school.