The course is aimed at the acquisition of the fundamental theoretical and methodological principles of Special Education for Inclusion as a science of teaching. The course aims, in particular, the mastery of concepts and methodologies that are the basis of an inclusive didactics able to meet the needs of all and, in particular, of students with special educational needs in a perspective of enhancement of differences. In particular, the pedagogical posture is focused on the identification and removal of barriers to active participation and learning of students with disabilities, with specific learning disorders and with socio-economic or personal, linguistic and cultural disadvantage.

Specifically, the course aims to promote the following educational objectives in students:

- to know how to distinguish the learning characteristics of students with disabilities, with specific learning disorders and with other special educational needs;

- to know how to appropriately use the language of Special Education;

- know the reference concepts of special education (school integration and inclusion; individualization and personalization of learning-teaching processes; self-determination and quality of life; special educational needs and obstacles to learning and participation; educational success for all students);
know and understand inclusive teaching strategies and individualized planning tools;

- Know the characteristics of the inclusive teacher-educator;

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

The program will focus on the development of the following theoretical-methodological content:

- the concepts of integration and inclusion;

- the main historical moments of the discipline and its protagonists;

- the evolution of the Italian legislation to support inclusion;

- the specific and appropriate language of special pedagogy;

- the main models of disability;

- the classification manuals (ICF and DSM-5);

- the special educational needs (SEN);

- the individualized planning tools provided by school regulations;

- the fundamental principles for the construction of an inclusive curriculum (UDL);

- the criteria for ensuring access to educational materials and for finding points of contact to curricular programming;

- analog and low-tech inclusive tools;

- the main strategies on the methodological-didactic level;

- technologies to support inclusive teaching, as well as facilitators of autonomy in learning processes;

- the quality indicators of an inclusive School.

No propaedeuticities are provided.

The expected learning outcomes, referring to the Dublin Descriptors, are as follows.

Knowledge and understanding (knowledge and understanding): 
Knowledge and understanding of general concepts related to special education for inclusion, with particular reference to the area of disability;
Knowledge and understanding of teaching observation and assessment methodologies to be applied with persons with disabilities of different ages in the school setting;
Knowledge and understanding of educational intervention methodologies for persons with special educational needs of different ages in learning environments.
Applied knowledge and understanding (applying knowledge and understanding):
Ability to apply knowledge on promoting inclusive policies and practices for all
Analyze inclusive educational intervention appropriate to the context and special educational needs.
Design curricular segments, in the relevant subject area/field of experience, that involve the use of assistive and inclusive technologies. 
 Autonomy of judgment (making judgements):
Know how to express opinions, hypotheses, judgments, and evaluations on different methodologies for building and promoting inclusive environments for all and each in learning environments .
Identify the most appropriate inclusive teaching mediators for building an inclusive learning environment .
Interpret teaching situations that present barriers by formulating hypotheses to activate facilitators.
Communication skills (communication skills):
Ability to clearly express course content by explaining its meaning;
Ability to communicate through the use of discipline-specific language with school practitioners;
Ability to argue about issues and problems in inclusive education. 
Ability to learn (learning skills): 
Be able to learn discipline-specific content through various modes (individual work, group work, etc.), also making use of specific methodologies (advance organizers, mind and concept maps, etc.) and new information and communication technologies. 

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

No supporting activities are planned. 

During the course of the lectures there may be testimonies from outside experts through a dialogic lecture between lecturer, guest speaker and students. In particular, Dr. Federica Sisti (expert of Special Didactics) will speak.

Teaching

Frontal lessons and group work.

Innovative teaching methods

The in-person teaching mode will be enriched with individual and group exercises and insights, which students will carry out using the University's Moodle platform. Some course topics will be covered following the practice of the "flipped lesson."

Attendance

There is no obligation to attend.

Course books

1.     Cottini L., Didattica speciale e inclusione scolastica – Carocci, Roma, 2017 (no cap. 13)

2.     Emili E.A. e Pascoletti S., Tecnologie e nuovo PEI. Facilitatori e strumenti nel progetto educativo individualizzato, Anicia, Roma, 2021

Assessment

The objectives are tested through an oral discussion

The oral discussion will be evaluated according to the following criteria: 

• relevance, effectiveness and degree of articulation of answers in relation to the program content
• adequacy of the disciplinary language used
• ability to apply acquired knowledge with reference to different educational and professional contexts
• relevance in the application of methodologies, techniques, tools
• ability to critically discuss the topics covered 
• completeness, adequacy and originality of the papers produced in class

Each of the criteria is evaluated based on a scale of values/judgments with equal weight assigned to each criterion.
The final evaluation is expressed in thirtieths. 

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

Non-attending students are invited to consult the didactic material uploaded on Moodle (slides discussed in class, examples of educational research, types of survey instruments, etc.) through which it will be possible to further study the books indicated in the "Study Texts" section.

Course books

1.     Cottini L., Didattica speciale e inclusione scolastica – Carocci, Roma, 2017 (no cap. 13)

2.     Emili E.A. e Pascoletti S., Tecnologie e nuovo PEI. Facilitatori e strumenti nel progetto educativo individualizzato, Anicia, Roma, 2021 

Assessment

The objectives are tested through an oral discussion

The oral discussion will be evaluated according to the following criteria: 

• relevance, effectiveness and degree of articulation of answers in relation to the program content
• adequacy of the disciplinary language used
• ability to apply acquired knowledge with reference to different educational and professional contexts
• relevance in the application of methodologies, techniques, tools
• ability to critically discuss the topics covered

Each of the criteria is evaluated based on a scale of values/judgments with equal weight assigned to each criterion.
The final evaluation is expressed in thirtieths. 

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.