SEN and inclusive processes
Bisogni educativi speciali e dinamiche inclusive.
|Lecturer||Office hours for students|
|Francesca Salis||At the end of each lesson and by planning your office hours in advance by email|
Assigned to the Degree Course
|Date||Time||Classroom / Location|
|Date||Time||Classroom / Location|
The course aims to promote a practical- theoretical reflection and students’ knowledge about the problem of diversity related to disability and to BES (Special Education Needs) according to an inclusive perspective.
The approach perspective to the study themes will be that of Special Didactics namely of a discipline which has, as a research field and theoretical and practical study, the teaching and training process of those who in their childhood, adolescence and adulthood are notable for disability situation. From some essential historical references that mark the evolution of Special Didactics the course will guide the reflection on the intrinsic and extrinsicvalue of the school and extracurricular activities within the life project, as an holistic and dynamic reference of the inclusive process. In this sense the principles of constructivist, inclusive and cooperative-workshop teaching methodology will be studied, with core objectives and approaches in reference to national and International experiences too. Special Didactics can be defined as an access to the cultural universe of the disabled person, at various stages of life, in order to acquire identity and to develop appropriate skills allowing the exercise of the right to citizenship in order to benefit from the social life and promote processes of changing the socio-cultural dynamics. The proposed references intends to help stimulating personal paths of research and study both in theoretical and practical operational field and at the same time it aims to call for the acquisition of knowledge and educational and teaching methodological skills useful for characterizing the cultural and professional profile of the professional-to-be, whether it works in the school or in the extra-school.
Epistemology and operational practice of Special Didactics
The Special Didactics as a reference of inclusive processes in the whole cycle of existence.
Complexity and diversity.
BES (Special Education Needs), new frontiers of inclusive processes.
Deficit and Sensory and motion disturbances
Down syndrome and cognitive disability.
Development abnormalities and pathologies.
Learning, speech and relationship disabilities and disorders.
Functional diagnosis, functional dynamic profile, Personalized Education Plan.
Helping relationship and care in inclusive learning processes .
Anthropological model ICF, critical reflections and educational perspectives
Transversal skills and resilience.
Planning models and network logics.
Inclusion and citizenship and membership rights.
The indicators of school and social inclusion process.
Educational practices for social inclusion.
The life project and qualified accompaniment
Personalized Education Plan ( PEP) , Annual plan on social inclusion
The life project
The accessibility in training contexts.
The role of the constructivist teaching (methodology) in inclusive processes.
From integration to inclusion, a common responsibility: The ICF, a new way of lookingatdisability.
Planning the inclusion: context and synergies. The organization of the group-class and resources.
The quality indicators of school and social inclusion.
The narrative approach in Special Didactics
Emotional skills in the helping relationship.
The complexity of the specialized teacher’s skills.
The personalizationof educationalpaths.
Storytelling and inclusion.
The training guidance, an educational and didactic problem: family, school, society.
Teamwork and collaboration / Work objectives and evaluation.
Closingremarks, open questions.
knowledge of educational psychology and basic teaching methodology and major philosophical and pedagogic currents of Western thought
Learning Achievements (Dublin Descriptors)
In relation to the subject the student must prove to have :
– knowledgeabout specialized subjects;
– understanding of the advanced concepts of the subject;
– -Ability to use knowledge and concepts to think independently about the issues of the subject.
At the end of the course, the student will have acquired the basic skills required to plan, implement and coordinate educational / training interventions aimed to inclusion:
– Knowledge and understanding of the proposed contents, historicaldevelopments of teaching methodology; learning principles, education theories ,the curriculum and planning, teaching strategies, the management of learninggroups, motivation, evaluation.
– knowledge and understanding;
Ability to identify possibilities for inter-institutional cooperation – between and outside the school and outsideschool for the execution of active and personalized training path for people with special needs.
Ability to propose and evaluate organizational and teaching solutions for school differentiation:
individualization and personalization through cooperative learning, open classes, laboratories and workshops, activities in natural environments and in local cultural institutions (libraries, museums, media libraries, Children’srecreation centre, cultural and voluntary associations, etc.).
Ability to implement procedures and request / solicit various types of interventions (diagnostic, rehabilitative, training, etc.), for the benefit of people affected by disability and BES (Special Education Needs), making use of existing legislation and the available institutional resources.
- communication skills;
Knowledge of the technologies which could enhance the communication ,intellectual and learningskills of people with special needs.
Knowledge of sites, locations and publications of the main associations and institutions offering information, advice, assistance and services to the disabled, to persons.
- Making judgements. Students will be able to: assess learning experiences, select the most appropriate teaching strategies, evaluate events and identify keyissues relevant to the training success.
- Learning skills. Students will learn how to seek new educational resources in inclusive perspective and to collaborate in the design and management of training events
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 and specific information can be found, together with other supportino activities, in the Moodleplatform › blended.uniurb.it
Didactics, Attendance, Course Books and Assessment
Class in the form of a dialogue and participation supported by didactic examples; exercises; group work, film projections; debates on specific issues, production of individual and group teaching objects in itinere
No compulsory attendance
- Course books
F. Salis, La persona con Sindrome di Down. Riflessioni di Pedagogia e Didattica Speciale per una presa in carico globale nella prospettiva inclusiva. Anicia, Roma, 2017.( pp.191)
P. Gaspari, Pedagogia speciale e “Bes”. Spunti per una riflessione critica verso la scuola inclusiva, Anicia, Roma, 2014. (pp. 246)
F. Salis, Disabilità cognitiva e narrazione. Il contributo in Pedagogia speciale, Anicia, Roma, 2016. (pp.140)
D. Milito, F. Salis, Processi e strumenti per una didattica inclusiva, Anicia, Roma, 2017. (pp.285)
In the assessment of the tests, the following information will be considered:
The Special Didactics exam includes a written test with a mix of open-ended and closed questions (multiple choice).The results will provide a mark that can be put on record or integrated with an oral exam. Students unable to take the written test can ask the teacher to take the oral one only. Attending students will take the examination in two parts: an intermediate test (half way through the course), and a final test. The students will then carry out a group work which will be evaluated.
In the assessment of tests, the following information will be considered:
1. Disciplinary vocabulary appropriateness and terminological precision;
2. Communication effectiveness in the formulation of knowledge;
3. Rigour in explaining theories and concepts;
4. Accuracy of references to scientific literature;
5. Interpretative significance of the contents;
6. Originality in the revision of knowledge;
7. Wealth and enunciation of links;
8. Relevance in the application of methods, techniques, tools;
9. Reflexivity and perspective in the construction of answers;
10. Relevance of personal insights.
Additional Information for Non-Attending Students
- Course books
the books are the same of those used by students attending the course
the evaluation criteria are the same as indicated for those students attending the course
students who take the exam must have their record book and course books
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