WORKSHOP: SPECIAL DIDACTICS
LABORATORIO DI DIDATTICA SPECIALE
Special didattics practices
Prassi educativa speciale
|Lecturer||Office hours for students|
|Francesca Salis||At the end of each lesson and by planning your office hours in advance by email|
|Teaching in foreign languages|
Course with optional materials in a foreign language
This course is entirely taught in Italian. Study materials can be provided in the foreign language and the final exam can be taken in the foreign language.
Assigned to the Degree Course
|Date||Time||Classroom / Location|
|Date||Time||Classroom / Location|
In relation to the post-constructivist theoretical orientation, the workshop activities are aimed at guiding the student to know how to effectively plan, implement and coordinate educational / training interventions aimed at inclusion. In particular: · Knowing how to identify possibilities for interinstitutional cooperation - between school and extra-school for the creation of active and personalized training courses for people with special needs. · Design specific inclusive dynamics for people with cognitive disabilities · Being able to propose and evaluate organizational and educational solutions for school differentiation: individualization and personalization. · Know and implement teaching methods and strategies with inclusive aims such as cooperative learning, open classes, teaching with a laboratory approach, creative workshops and rational reflection. · Knowing how to carry out online activities in synergy with local resources: natural environments and local cultural institutions (libraries, museums, media libraries, play centers, cultural and private social associations, etc.).
The work will take place in groups according to the methodology of cooperative learning and learning by doing: students will learn to use the tools and resources presented in a pedagogical and didactic manner. Through case studies, analysis of documentation, exercises, formative role playng, teaching design activities, narrations, students will be invited to design and evaluate learning experiences, selecting the most appropriate teaching strategies and implementing personalized courses that must lead to the realization of an educational object. In the background of the training activities there is a reference to the document prepared by the European Agency for Development in Special Needs Education "Profile of inclusive teachers", 2012, where four reference values ??are outlined which outline the profile of the inclusive teacher: · Assess the diversity of pupils: the difference between pupils is a resource and a richness; · Supporting pupils: teachers must cultivate high expectations on students' academic success; · Work with others: collaboration and teamwork are essential approaches for all teachers; · Guarantee continuous professional updating: teaching is a learning activity and teachers have the responsibility for their lifelong learning throughout their lives.
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 :
– knowledge about 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, historical developments of teaching methodology; learning principles, education theories ,the curriculum and planning, teaching strategies, the management of learning groups, motivation, evaluation.
– knowledge and understanding;
Ability to identify possibilities for inter-institutional cooperation – between and outside the school and outside school 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 learning skills 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 people.
- 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 planning 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
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