The workshop is aimed at consolidating the theoretical and methodological principles of Special Pedagogy interpreted as a science of integration and inclusion of pupils with disabilities and "special educational needs". Specifically, the following specific objectives will be promoted:

- to understand the culture of integration and social and scholastic inclusion of pupils with disabilities

- know the main lines of the bio-psycho-social anthropological model ICF

- design and evaluation of inclusive processes: the Personalised Educational Plan (PEI), the Personalised Educational Plan (PDP) for pupils with "special educational needs". 

- know the skills of the specialist teacher for support in an inclusive perspective.

The workshop refers to the teaching of Special Pedagogy and is focused on operational-experiential activities (in small and large groups) according to an interactive and dialogic methodology.

The creation of teaching objects will focus on:

- school regulations related to the integration-inclusion processes

- cultural models of school and social inclusion (ICF, Disability studies, etc.)

- school inclusion tools (PEI, PDF, PDP, etc...) in the light of the latest legislative decrees

- the inclusive teacher

Expected results

1. Knowledge and understanding (knowledge and understanding)

At the end of the course the student will have acquired:

knowledge of the main lines of the epistemological debate within special needs pedagogy particularly related to its constitutive elements (problems and methods) and relations with other educational sciences;

ability to identify, define and compare the basic characteristics of theoretical and methodological approaches in special needs pedagogy with an emphasis on inclusive education and social processes.

2.   Applying knowledge and understanding

At the end of the course the student will demonstrate the ability to:

know and understand the concepts and theories laid down in the course;

recognizing different theoretical settings and work conceptually with them;

analyze some inclusive tools characteristics related to the school sector, such as PEI, PDP, PAI interpreted in the light of the explored  constructs.

3. Making judgements

•     Autonomy of judgement (making judgments).

•     At the end of the course the student will demonstrate the ability to:

•     use knowledge and concepts which allow to think according to the plural and open logics of the discipline;

•     identify intervention's methodologies adapted to different contexts ( ICF Logic );

•     knowing how to envisage options to move and deal with cases related to educational inclusion

4. Communication skills

At the end of the course the student should have acquired the ability to.

•     use the specific vocabulary of the discipline in its forms of reflection and practices on the ground.

•     knowing how to communicate with congruent tools acquired during the teaching course.

•     communicate with school operators in specific subject's language.

5. Learning skills

At the end of the course the student will have acquired the ability to:

•  analyze and evaluate critically, in their reflexive and epistemological aspects, the subject's constructs related to schools;

•  investigate the problems related to the different educational contexts (school and extraschool);

•  find the sources needed to develop ideas and projects aimed at inclusive perspective;

•  build options to move for pupils with "BES".

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

Teaching

Lectures; essays; seminars; debates on specific topics; group work.

Attendance

A course only without the actual going to class.

Course books

P. Gaspari, Pedagogia speciale: questioni epistemologiche, Anicia, Roma, 2012. (pp. 141)

P. Gaspari, Insegnante specializzato al bivio. Riflessioni e critiche per un nuovo "identikit" professionale, FrancoAngeli, Milano, 2015. (pp. 193)

P. Gaspari, Per una Pedagogia speciale “oltre” la medicalizzazione, Guerini, Milano, 2017. (in print)

Assessment

The written examination is the of?cial test of assessment, consisting in a written paper with  open questions ( an essay on three thematic areas to be fixed at the end of the course), because, in step with the Dublin descriptors, the test goal is primarily to ensure the ability to:

•  use knowledge and concepts that allow to reflect according to the internal logic of discipline; 

•  identify and define the main theoretical constructs relating to inclusive processes; 

•  develop some main pedagogical tools;

• build options to move for pupils with "BES".

For students who do not take the written test, an oral test is planned to assess the basic epistemological knowledge of the subject and school inclusive processes. Ongoing monitoring and self-assessment moments are planned.

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

Not attending students can take advantage of educational materials (articles, essays, diagrams, videos, etc.) registered by the teacher in the Moodle platform, blended.uniurb.it. 

You can contact the teacher by mail and appointment.

Attendance

A course only without the actual going to class.

Course books

P. Gaspari, Pedagogia speciale: questioni epistemologiche, Anicia, Roma, 2012. (pp. 141)

P. Gaspari, Insegnante specializzato al bivio. Riflessioni e critiche per un nuovo "identikit" professionale, FrancoAngeli, Milano, 2015. (pp. 193)

P. Gaspari, Per una Pedagogia speciale “oltre” la medicalizzazione, Guerini, Milano, 2017. (pp. 222)

Assessment

The written examination is the of?cial test of assessment, consisting in a written paper with  open questions ( an essay on three thematic areas to be fixed at the end of the course), because, in step with the Dublin descriptors, the test goal is primarily to ensure the ability to:

•  use knowledge and concepts that allow to reflect according to the internal logic of discipline; 

•  identify and define the main theoretical constructs relating to inclusive processes; 

•  develop some main pedagogical tools;

• build options to move for pupils with "BES".

For students who do not take the written test, an oral test is planned to assess the basic epistemological knowledge of the subject and school inclusive processes. Ongoing monitoring and self-assessment moments are planned.

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.