WORKSHOP: SPECIAL NEEDS PEDAGOGY
LABORATORIO DI PEDAGOGIA SPECIALE
A.Y. | Credits |
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2024/2025 | 2 |
Lecturer | Office hours for students | |
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Patrizia Gaspari | Wednesday 3pm by appointment |
Co-Lecturers | CFU | Ore | Settore | |
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Marco Paolo Dellabiancia | ||||
Daniela La Marca | ||||
Susanna Testa |
Assigned to the Degree Course
Date | Time | Classroom / Location |
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Date | Time | Classroom / Location |
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Learning Objectives
Strengthen the professional skills of future teachers and pedagogists from an inclusive perspective - Put yourself empathetically in the shoes of people with disabilities - Know how to master the main expressive communicative languages in a creative way by creating some materials and products capable of raising the level of participation of pupils in the classroom with " special educational needs" and more
Program
The course will cover the following topics in the order indicated:
(First lesson) - narrative-autobiographical approach
(Second lesson) -observation techniques in the educational context
(Third) Communicative-affective management of student-teacher, teacher-teacher relational dynamics (learning styles, communication styles, etc.)
(Fourth) Use of alternative strategies and languages (CAA, LIS, BRAILLE etc.). Special teaching strategies and methods
- (Fifth) Design and practical construction of inclusive activities using creative approaches and working methods.
Bridging Courses
none
Learning Achievements (Dublin Descriptors)
1. Knowledge and understanding. At the end of the course the student will have acquired the:
- knowledge of the main lines of the epistemological debate in the field of Special Pedagogy with particular reference to its constituent elements (language, problems and methods) and relationships with other educational sciences;
- ability to identify, define and compare the fundamental characteristics of the theoretical and methodological approaches of Special Pedagogy with particular reference to inclusive scholastic and social processes;
2. Applying knowledge and understanding. At the end of the course the student will have to demonstrate the ability to:
- know and understand the concepts and theories covered by the course;
- recognize the different theoretical approaches and operate conceptually with them;
- analyze the characteristics of some inclusive tools referring to the school environment, such as the PEI, PDP, PAI, LIFE PROJECT, interpreted in light of the constructs explored;
3. Making judgments. At the end of the course the student will have to demonstrate the ability to: use knowledge and concepts that allow reasoning according to the plural and open logic of the discipline;
- identify intervention methodologies suitable for different contexts (ICF logic);
- knowing how to propose intervention hypotheses and deal with pedagogical cases relating to scholastic and social inclusion;
4. Communication skills. At the end of the course the student must have acquired the ability to:
· use the specific vocabulary of the discipline in its meanings of reflection and operational practices in the field;
- knowing how to communicate with congruent tools addressed during the teaching course.
· communicate using specific disciplinary language with school and social workers;
5. Learning skills. At the end of the course the student will have acquired the ability to:
· analyze and critically evaluate, in their reflective and epistemological aspects, the constructs of the discipline relating to the scholastic and social sphere;
· independently investigate the problems relating to different educational contexts (school and out of school);
· find the sources necessary for the development of reflections and projects aimed at the inclusive perspective;
· build intervention hypotheses relating to pupils/people with BES.
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
none
Teaching, Attendance, Course Books and Assessment
- Teaching
none
- Innovative teaching methods
Innovative teaching
The laboratory teaching method will be enriched with individual and group exercises and insights. Some topics of the course will be covered using different languages, e.g. illustrative videos, film clips, documentaries.
- Attendance
attendance obligation
- Course books
The student can propose and chose it during course
- Assessment
none
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
Additional Information for Non-Attending Students
- Teaching
none
- Attendance
none
- Course books
none
- Assessment
none
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
Notes
none
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