The course aims to promote a practical- theoretical reflection and knowledge of 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 referencest hat mark the evolution of Special Didactics  the course will guide the reflection on the intrinsic and extrinsic value 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 an 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 intend 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.

Institutional section

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, (criticalreflections) 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.

Monographic section 

The role of the constructivist teaching (methodology) in inclusive processes.

From integration to inclusion, a common responsibility: The ICF, a new way of looking at disability.

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 personalization of  educational paths.

Storytelling and inclusion.

The training guidance, an educational and didactic  problem: family, school, society.

Teamwork and collaboration / Work objectives and evaluation.

Closing remarks, open questions.

knowledge of educational psychology and basic teaching methodology and major philosophical and pedagogic currents of Western thought

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

Teaching

(Teaching methodologies)

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

Attendance

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)

Assessment

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.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Course books

the books are the same of those used by students attending the course

Assessment

the evaluation criteria are the same as indicated for those students attending the course

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

students who take the exam must have their record book and course books