The course aims to :

• provide theoretical-methodological guidance and good operating practices,  to understand the educational needs and methods of intervention in the educational field, with regard to pupils with specific neurodevelopmental disorders
• identify conditions of inclusive policies , in relation to the various levels of diversitydetecting the educational and training needs of pupils with serious disabilities, with specific developmental disorders, and in particular conditions of cultural and socio-relational disadvantage.
• understand the essential conditions that facilitate the learning of pupils with BES,  and conditions of psychological and relational vulnerability;
• to practise and apply in a competent way the educational strategies of special didactics that allow to favor the conditions of inclusiveness within the school and the context of daily life;
• to be able to apply inclusive teaching strategies in school and out-of-school contexts (kindergartens, educational, rehabilitation, recreational and social services);
• design and implement psychoeducational interventions aimed at improving the conditions of pupils with severe intellectual disabilities and specific developmental disorders;
• develop models of "networked" intervention that create the conditions for taking charge of the person,  in conditions of school and social difficulty;

The programme will focus on the development of theoretical and methodological content:

• Theoretical meteorological introduction on special teaching for inclusion and BES;
• Assessment of pupils' skills and promotion of well-being at school;
• Methodological interventions and special teaching strategies;
• Good practice in practice: Operational protocols for what to do in specific situations:
• in class with students with BES;
• in class with students with DDAI
• in class with pupils with sensory disabilities
• in class with student with selective mutism
• in class with a pupil with severe/complex disabilities
• Assistive technologies: coe select aids for communication and self-determination
• Parent Training and Relationship with Families: How to Care for Relationship and Communication and Develop Involvement in Educational and Life Project Goals

1. Knowledge and understanding skills

understanding of the rationale associated with inclusion , particularly for conditions of severe and extreme disability
ability to identify the application principles of various "evidence-based" intervention models
 

2. Applied knowledge and understanding skills

- mastery of the techniques of observation and educational assessment, for pupils with BES
- proper application of educational intervention methodologies for people with BES, along the life cycle
- mastery in the possibility of promoting inclusive policies, including in extracurricular contexts , and weaving inclusive social networks
 

3. Making judgments

be able to express evaluations of different approaches to inclusive education, to disseminate concepts and methodologies of inclusive philosophy in everyday life contexts
express themselves adequately through specific terminology, inherent to special education
 

4. Communication skills

ability to report with appropriate terms in written and oral form with respect to the development of an intervention program
acquire the peculiar contents of the subject by employing various modalities (individual work, exercises, test quizzes.)

5.  learning skills

ability to apply intervention methodologies and strategies
ability to involve caregivers in the educational network
ability to foster generalization of outcomes in different contexts

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

Periodic self-assessment of students on mastery of curricular content

Teaching

The Format includes:. lectures. video-analysis on concrete cases. simulations with diagnostic observation tools and data collection. case-study and educational design on specific cases

Course books

• Coppa, M.M.; De Santis, R.; Cisini, V. (2021). Insegnare a comunicare quando la disabilità è grave. Edizioni Humanitas , Roma
• Coppa. M.M.; Cisini, Babini, M.( ;2022). Manuale praticissimo per l'inclusione scolastica dell'alunno in condizioni di gravità. Edizioni Humanitas, Roma
• Articoli scientifici relativi alle lezioni
• Slides dalle lezioni

Assessment

Oral interview to assess the mastery of the discipline, based on the evaluation section promoted by the working group on Multimodality and University Teaching (link accessible from the Education Platform)

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

Individual study

Course books

• Coppa, M.M.; De Santis, R.; Cisini, V. (2021). Insegnare a comunicare quando la disabilità è grave. Edizioni Humanitas , Roma
• Coppa. M.M.; Cisini, Babini, M.( ;2022). Manuale praticissimo per l'inclusione scolastica dell'alunno in condizioni di gravità. Edizioni Humanitas, Roma
• Articoli scientifici relativi alle lezioni
• Slides dalle lezioni

Assessment

Oral interview to assess the mastery of the discipline, based on the evaluation section promoted by the working group on Multimodality and University Teaching (link accessible from the Education Platform)

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.

Optional materials in English will be made available in the blended platform during the semester.