SPECIALIZED TEACHING METHODOLOGY AND PEDAGOGY
DIDATTICA E PEDAGOGIA SPECIALE
| A.Y. | Credits |
|---|---|
| 2022/2023 | 6 |
| Lecturer | Office hours for students | |
|---|---|---|
| Grazia Lombardi | The reception will be made before or after the lessons by appointment via email |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The greatest challenge of society oriented towards enhancing the universal rights of people, regardless of the particular conditions of disability or vulnerability, is to focus on training processes declined in an inclusive perspective. One of the most important aims will be to develop a critical reflection on the evolution of integration-inclusion processes at national and international level regarding the models of interpretation and representation of disability in society and in sport over time. From a transdisciplinary perspective, particular attention will be given to socio-relational skills and effective communication between students and colleagues, to the importance of team work. Particular importance will be given to the knowledge of the main techniques and methodologies for reading and observing contexts to learn to recognize barriers (physical and cultural) and facilitators capable of creating inclusive learning environments.
Program
The course will deal with the following topics: - Acquire a knowledge of the regulatory evolution in the national and international context of integration and inclusion processes - Old and new models of classification of disability and possible operational itineraries - The terminological and semantic problem in Special Pedagogy. - A new interpretation of disability - The concept of "Special educational needs" - Assertive and prosocial communication skills, knowing how to work in a group - Emotional and affective sphere, on socialization processes; - Observation techniques of contexts and socio-dynamics - relational; - Techniques and methodologies inherent to an inclusive approach within heterogeneous groups in the presence of "Special educational needs" students; - Main lines of the ICF bio-psycho-social anthropological model - Design of inclusive good practices using approaches and methods of creative work.- Narrative strategies and methods and inclusion of diversity.
Bridging Courses
The knowledge and enhancement of intelligence in all its forms will be appreciated, as well as the student's critical, creative and transversal thinking
Learning Achievements (Dublin Descriptors)
In summary, the expected learning outcomes are: KNOWLEDGE AND LEARNING AND REELABORATION SKILLS students will have acquired the knowledge and understanding of the fundamental principles of developmental and educational psychology, of the evolutionary stages that can affect everything life span and communicative and educational approaches GENERALIZATION AND APPLICATION OF KNOWLEDGE: students will be able to understand dynamics related to the psychological development of individuals to address the most recurring problems, through the application and transfer of knowledge acquired during the course with particular reference to ethical and prosocial values. DEVELOPMENT OF A CRITICAL THINKING: students
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
Teaching, Attendance, Course Books and Assessment
- Teaching
The course will be organized using a "plural" teaching based on lectures, but also term papers, videos, individual research, laboratory exercises, seminars, debates on specific topics, group work, etc.
Within the course, in order to encourage innovative teaching, some moments of laboratory activity are foreseen related to the narrative project entitled: "Encountering diversity: a sensitive knowledge", with the use of mixed qualitative and quantitative research methods.
A specific moment of formative evaluation is foreseen on some issues addressed, without suspension of the lessons
- Innovative teaching methods
The face-to-face teaching method will be enriched with individual and group exercises and insights. Some topics of the course will be treated through the use of diversified languages eg. illustrative videos, film clips, documentaries. Students will be encouraged to create multimedia products according to the narrative-autobiographical method (video, podcast, etc.) with the use of other expressive languages such as music and dance. In addition, strategies such as the "Flipped classroom", the reading of articles or essays to be discussed together in a critical-constructive way with “Debate” practices will be implemented. Finally, the intervention of experts is foreseen.
- Course books
SLIDES APLOADED TO BLENDED ( to study)
1. M. A. Galanti, M. Pavone, Didattiche da scoprire. Linguaggi, diversità, inclusione. Mondadori Università. Milano, 2020. (To study only chapter 1, chapter 2, chapter 3, chapter 4, chapter 6, chapter 10, chapter 12, chapter 14, chapter 15).
2. Il testo ufficiale di studio è : P. Gaspari, La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni. (in press). Nel caso non fosse disponibile in tempi adeguati andrà sostituito con: P. Gaspari, Pedagogia speciale: questioni epistemologiche, Anicia, Roma, 2012. (to study only: chapter 1 and chapter 2).
3. G. Lombardi, Il team nei processi d'nclusione, Pensa Multimedia, Lecce, 2020. (To study only : Conversation with Fabio Bocci, Lucia de Anna, Andrea Canevaro).
- Assessment
The assessment of learning will take place thanks to a final exam carried out in written mode with multiple choice answers and possible open question (e.g., short essay with space and time limits) as the objective of the test is mainly to verify the ability to use knowledge and concepts that allow reflection following the specific epistemic logic of the discipline. It becomes of particular importance to identify and define the main theoretical constructs related to inclusive processes; develop some effective pedagogical-didactic tools; knowing how to construct intervention hypotheses functional to the training needs of people with disabilities and SEN. In addition, moments of monitoring and ongoing evaluation are envisaged.and by appointment.
- 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.
Additional Information for Non-Attending Students
- Teaching
Non-attending students can take advantage of didactic material (articles, essays, slides, videos, etc.) inserted by the teacher on the Moodle platform, blended.uniurb.it.
It is possible to contact the teacher by e-mail
- Course books
SLIDES APLOADED TO BLENDED ( to study)
1. M. A. Galanti, M. Pavone, Didattiche da scoprire. Linguaggi, diversità, inclusione. Mondadori Università. Milano, 2020. (To study only: chapter 1, chapter 2, chapter 3, chapter 4, chapter 6, chapter 10, chapter 12, chapter 14, chapter 15).
2. Il testo ufficiale di studio è : P. Gaspari, La Pedagogia speciale oggi. Le conquiste, i dilemmi e le possibili evoluzioni. (in press). Nel caso non fosse disponibile in tempi adeguati andrà sostituito con: P. Gaspari, Pedagogia speciale: questioni epistemologiche, Anicia, Roma, 2012. (to study only: chapter 1 and chapter 2).
DO YOU CAN CHOSE TO::
3:G. Caione, (2020), Bes & attività motorie inclusive. Proposte didattiche operative, Soares editore, Torino.
3. G. Lombardi, Il team nei processi d'nclusione, Pensa Multimedia, Lecce, 2020. (To study only : Conversation with Fabio Bocci, Lucia de Anna, Andrea Canevaro).
- Assessment
The assessment of learning will take place thanks to a final exam carried out in written mode with multiple choice answers and possible open question (e.g., short essay with space and time limits) as the objective of the test is mainly to verify the ability to use knowledge and concepts that allow reflection following the specific epistemic logic of the discipline. It becomes of particular importance to identify and define the main theoretical constructs related to inclusive processes; develop some effective pedagogical-didactic tools; knowing how to construct intervention hypotheses functional to the training needs of people with disabilities and SEN. In addition, moments of monitoring and ongoing evaluation are envisaged.and by appointment.
- 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.
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