The course, aimed at acquiring the theoretical and methodological foundations of Special Education and Pedagogy, aims to promote in students the reflection and knowledge of diversity related to the condition of people with disabilities and "special educational needs", according to the inclusive perspective. In this perspective, the concepts of diversity, deficit, "handicap", integration, inclusion, individualization, personalization, differentiation, support, help in the educational interventions towards children/young adults/eld people whose different "special educational needs" must be read, accepted and interpreted. The Didactics and Special Pedagogy represent, therefore, the fundamental reference in the research and theoretical-practical study of the educational processes of those who are characterized by a situation of disability in developmental and adult age. Starting from some essential historical references that mark the special pedagogical-educational evolution, the course will offer students food for thought on the educational value, intrinsic and extrinsic, of school and extracurricular activities within the Life Project, as a holistic and dynamic reference of the inclusive process. In this sense, the principles of inclusive and cooperative-laboratory didactics will be studied, with the objectives and approaches characterizing them. The proposed bibliography is intended to stimulate personal research and study paths both in the theoretical and practical-operational fields, while at the same time it calls for the acquisition of inclusive educational and methodological knowledge and skills useful to characterize the cultural and professional profile of future education and training professionals, whether they work in school or out of school.

- The epistemology and operational practice of Pedagogy and Special Education.
- Special Pedagogy as a science of inclusion of differences and diversities.
- Old and new models of classification of disability.
- ICF bio-psycho-social anthropological model, critical reflections and educational perspectives.
- The transition from integration to inclusion of diversity in educational contexts.
- The concept of "special educational need" according to recent regulations and perspectives.
- People with "special educational needs" and quality of school and social inclusion.
- Functional Diagnosis, Functional Dynamic Profile, Personalized Educational Plan.
- The project and methodological areas of Special Educational needs.
- Special Didactics in an inclusive perspective: personalize, individualize and differentiate educational-training interventions.
- The Life Project and the competent accompaniment.

Basic psycho-pedagogical and didactic knowledge.

In relation to the discipline the student must show possession:
- mastery of the knowledge of the specialized disciplines;
- understanding of the advanced concepts of the discipline;
- the ability to use knowledge and concepts to think independently about the problems of the discipline.
At the end of the course, the student will have acquired the basic skills that are necessary to design and implement didactic/training interventions aimed at inclusion:
- Knowledge and understanding of the proposed contents (knowledge and understanding) the historical developments of Didactics and Special Pedagogy; learning principles, educational theories, curriculum and planning, didactic strategies, didactic technologies, management of learning groups, motivation, evaluation. 
- Applying knowledge and understanding;
 Know how to identify possibilities of inter-institutional cooperation - between school and extra-school for the realization of active and personalized training paths for people with special needs.
Being able to propose and evaluate organizational and didactic solutions for school differentiation: individualization and personalization through cooperative learning, open classes, workshops, activities in natural environments and in local cultural institutions (libraries, museums, media libraries, play libraries, cultural and voluntary associations, etc.).
Knowing how to activate procedures and request / solicit interventions of various kinds (diagnostic, rehabilitation, training, etc..) for the benefit of people with disabilities and "special educational needs", making use of current legislation and available institutional resources.
- Communication skills;
To know the technologies that can enhance the communication, intellectual and learning skills of people with special needs.
Know the sites, offices and publications of the main associations and institutions that offer information, advice, help and services to people with disabilities.
- Making judgements Students will be able to: evaluate learning experiences, select the most appropriate teaching strategies, evaluate events and identify key issues relevant to educational success. 
- Learning skills Students will learn to look for new educational resources in an 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

Teaching

The course will be articulated through a plural didactics based on:
frontal and/or distance lessons; 
essays and in-depth research;
visions of short films;
debates on specific themes;
group work.

Attendance

There is no frequency requirement.

Course books

Mandatory texts for the exam:

Montanari M. (2020), I bisogni educativi nella scuola e i contesti inclusivi. Alcune indagini esplorative sul territorio, Franco Angeli, Milano (pp. 183)

Montanari M. (2020), Contesti scolastici e sociali in prospettiva inclusiva, Aracne, Roma (pp. 210) 

Gaspari P. (2014), Pedagogia speciale e "Bes". Spunti per una riflessione critica verso la scuola inclusiva, Anicia, Roma (pp. 246)

Recommended texts for in-depth study:

Canevaro A. (1999), Pedagogia speciale. La riduzione dell'handicap, Bruno Mondadori, Milano.

Montanari M. (a cura di) (2019), Educarsi in un mondo operoso. Percorsi emancipativi in prospettiva inclusiva, Erickson, Trento.

Ianes D., Canevaro A. (a cura di) (2015), Orizzonte inclusione. Idee e temi da vent'anni di Convegni Erickson, Erickson, Trento.

Gaspari P. (2012), Pedagogia speciale. Questioni epistemologiche, Anicia, Roma.

Gaspari P. (2017), Per una pedagogia speciale oltre la medicalizzazione, Guerini Scientifica, Milano.

Casolo F., Mari G., Molinari F. (a cura di) (2018), Sport e inclusione, Vita e Pensiero, Milano.

Casolo F., Mari G., Molinari F. (a cura di) (2018), Sport e inclusione, Vita e Pensiero, Milano

Assessment

The exam includes an oral test on the course contents

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

Possibility of contacts via email and by appointment.

Course books

Mandatory texts for the exam:

Montanari M. (2020), I bisogni educativi nella scuola e i contesti inclusivi. Alcune indagini esplorative sul territorio, Franco Angeli, Milano (pp. 183)

Montanari M. (2020), Contesti scolastici e sociali in prospettiva inclusiva, Aracne, Roma (pp. 210) 

Gaspari P. (2014), Pedagogia speciale e "Bes". Spunti per una riflessione critica verso la scuola inclusiva, Anicia, Roma (pp. 246)

Recommended texts for in-depth study:

Canevaro A. (1999), Pedagogia speciale. La riduzione dell'handicap, Bruno Mondadori, Milano.

Montanari M. (a cura di) (2019), Educarsi in un mondo operoso. Percorsi emancipativi in prospettiva inclusiva, Erickson, Trento.

Ianes D., Canevaro A. (a cura di) (2015), Orizzonte inclusione. Idee e temi da vent'anni di Convegni Erickson, Erickson, Trento.

Gaspari P. (2012), Pedagogia speciale. Questioni epistemologiche, Anicia, Roma.

Gaspari P. (2017), Per una pedagogia speciale oltre la medicalizzazione, Guerini Scientifica, Milano.

Casolo F., Mari G., Molinari F. (a cura di) (2018), Sport e inclusione, Vita e Pensiero, Milano.

Casolo F., Mari G., Molinari F. (a cura di) (2018), Sport e inclusione, Vita e Pensiero, Milano

Assessment

The exam includes an oral test on the course contents

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.