Università degli Studi di Urbino Carlo Bo / Portale Web di Ateneo


SPECIAL DIDACTICS
DIDATTICA SPECIALE

A.Y. Credits
2022/2023 8
Lecturer Email Office hours for students
Lucio Cottini Tuesday from 11 to 12; Wednesday from 11 to 12 (reception on Skype: lucio.cottini). Part of the reception hours will be used for recovery activities, always online.

Assigned to the Degree Course

Education Sciences for Nursery and Primary School (LM-85bis)
Curriculum: PERCORSO COMUNE
Date Time Classroom / Location
Date Time Classroom / Location

Learning Objectives

The course aims to promote a practical- theoretical reflection and students’ knowledge about the problem of diversity related to disability and to Special Education Needs (BES) according to an inclusive perspective. The approach perspective to the study themes will be that of Special Didactics namely of a discipline which hasas its field of research and theoretical and practical study, the teaching and training process of those who in their childhood, adolescence and adulthood are notable for disability situation.

- The educational objectives are the following:

- know the characteristics of learning of students with disabilities and with other Special Educational Needs;

- - know the reference concepts of special education (integration and inclusion; individualization and personalization of teaching; self-determination and quality of life; etc);

- - know and know how to apply inclusive educational strategies;

- - know how to design and conduct inclusive interventions, even in the presence of students with severe intellectual disabilities and with autism;

- - Knowing how to evaluate the effectiveness of inclusive teaching interventions.

Program

- Epistemology of Special Education

- The concepts integration and inclusion

- The International Classification of Functioning, Disability and Health (I.C.F), Disability, profile of functioning  and special education

- Disability, special educational needs and barriers in activities and participation 

- The Italian way to inclusion

- Potential development and and competence assessment

- Universal Design for Learning and inclusive curriculum

- The planning of inclusive educational interventions

- Strategies for inclusive education

- Metacognitive and inclusive education: enhance memory in the classroom

- Peer tutoring for inclusion.

- How to evaluate the inclusive quality of schools and classes.

Bridging Courses

No

Learning Achievements (Dublin Descriptors)

In relation to the student discipline:

- show the possession of the mastery of basic knowledge related to the main lines of the scientific debate within special didactic accordingly with particular reference to its constituent elements (problems and methods) and to relations with the teaching; the characteristics of the theoretical and methodological approaches of the special didactic for inclusion;

- show an understanding of the scientific concepts, educational and teaching provided by the course; provide examples of didactic transposition for school inclusion of all students; be able to analyze strategies of special didactic for inclusion, identifying any weaknesses and strengths;

- show ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. Must be able, in particular: to use knowledge and concepts to identify appropriate strategies of special didactic for inclusion, to simulate the design of inclusion curriculum; to envisage some design assumptions that include inclusive learning environments.

Teaching Material

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

Supporting Activities

Textbooks supported by the material discussed in class and material uploaded in blended learning.

The topics of the course will be made concrete through exercises provided in the laboratory always taught by the teacher.

Formative assessment tests will be provided, represented by structured tests with an answer key to favor a self-assessment by the students, followed by a reflection on the course in the classroom.


Didactics, Attendance, Course Books and Assessment

Didactics

Lectures, seminars, laboratory simulations in the classroom.

Attendance

No compulsory attendance

Course books

- Cottini L. (2017). Didattica speciale e l'inclusione scolastica. Carocci Roma.

- Cottini L. (2016). Potenziare la memoria in classe. Percorsi di didattica inclusiva. Carocci Roma.

- Cottini L. (2019). UDL Universal design for learning. Verso il curricolo per l'inclusione. Giunti EDU, Firenze.

Assessment

The exam includes a written test with a mix of open-ended  and closed questions  (multiple choice).

There will be five questions.

The first four questions will address the knowledge of the central concepts of the course.

The last question will present a real and concrete task, with a problem solving situation.

The following knowledge and skills will be assessed:

- understanding of the fundamental concepts of the discipline;

- the ability to use knowledge and concepts to reason with the logic of the discipline.

The first four questions will be evaluated with a score from 0 to 5, while the fifth question will be assigned a rating from 0 to 10.

Additional Information for Non-Attending Students

Didactics

Volume study plans and materials available in blended learning.

Attendance

No compulsory attendance

Course books

- Cottini L. (2017). Didattica speciale e l'inclusione scolastica. Carocci Roma.

- Cottini L. (2016). Potenziare la memoria in classe. Percorsi di didattica inclusiva. Carocci Roma.

- Cottini L. (2019). UDL Universal design for learning. Verso il curricolo per l'inclusione. Giunti EDU, Firenze.

Assessment

The exam includes a written test with a mix of open-ended  and closed questions  (multiple choice).

There will be five questions.

The first four questions will address the knowledge of the central concepts of the course.

The last question will present a real and concrete task, with a problem solving situation.

The following knowledge and skills will be assessed:

- understanding of the fundamental concepts of the discipline;

- the ability to use knowledge and concepts to reason with the logic of the discipline.

The first four questions will be evaluated with a score from 0 to 5, while the fifth question will be assigned a rating from 0 to 10.

« back Last update: 18/07/2022

Condividi


Questo contenuto ha risposto alla tua domanda?


Il tuo feedback è importante

Raccontaci la tua esperienza e aiutaci a migliorare questa pagina.

Se sei vittima di violenza o stalking chiama il 1522

Il 1522 è un servizio pubblico promosso dalla Presidenza del Consiglio dei Ministri – Dipartimento per le Pari Opportunità. Il numero, gratuito è attivo 24 h su 24, accoglie con operatrici specializzate le richieste di aiuto e sostegno delle vittime di violenza e stalking.

Posta elettronica certificata

amministrazione@uniurb.legalmail.it

Social

Università degli Studi di Urbino Carlo Bo
Via Aurelio Saffi, 2 – 61029 Urbino PU – IT
Partita IVA 00448830414 – Codice Fiscale 82002850418
2022 © Tutti i diritti sono riservati

Top