The aim of this program is to train young students to consciously understand and engage with the psychological processes that shape the educational and school system as a whole. The professions of teacher and pedagogist are multifaceted and demand, in addition to technical and subject-specific skills, the development of reflective and metacognitive abilities regarding one’s professional practice. This occurs within a framework of competence socialization and interprofessional and heteroprofessional training, both in formal and informal contexts.

Special emphasis will be placed on the development of effective and prosocial communication and relational skills, which are essential for working cooperatively, sharing knowledge, and providing mutual support. These abilities are key to fostering interdisciplinary collaboration among colleagues, families, and the various professionals involved in educational workgroups.

A specific focus will be dedicated to teamwork, promoting collaboration between teachers and professionals both within and outside the educational setting. The goal is to support the creation of inclusive communities of practice, capable of recognizing and valuing each student’s individual differences.

The program will also explore issues related to relationships with families, examining the representations and narratives associated with them, as well as the implicit and explicit meanings that characterize the school-family relationship.

Moreover, the dynamics of classroom groups and peer groups within educational contexts will be addressed. These settings are often diverse and shaped by different learning styles, personal experiences, and sometimes by histories of marginalization, discomfort, or distress. Rather than being seen as obstacles, such elements are considered educational needs to be acknowledged, appreciated, and professionally supported.

Emotional and affective dimensions, communication styles, the management of emotions and relational conflicts, as well as the care for the educational relationship, are transversal components that can significantly influence the development of professional skills throughout the training process.

Finally, the study of psychological processes will be explored through a pedagogical and didactic lens, incorporating narrative and autobiographical approaches to encourage a reflective and humanistic-hermeneutic form of training. The ultimate goal is to foster environments that promote the well-being and quality of life of students and the entire educational community.

- Lesson (1-2) acquire knowledge relating to the emotional and affective sphere, on socialization processes in educational contexts and in particular in schools;

- Lesson (3-4) consolidated skills in observing scholastic-extracurricular contexts:

- Lesson (5-6) enhance communicative-assertive skills (ability to create inclusive contexts such as learning environments and communities of relationships) with colleagues and students;

- Lesson (7-8) learn project methods for working in groups (co-teaching, tem-teaching, etc.):

- Lesson (9-10) ability to share open and flexible ongoing planning/programming, implementation of activities and evaluation models with the group of class teachers, which can be adapted to different levels of difficulty);

- Lesson (11-12) develop mediation skills, management of conflict dynamics  congruent with a constructive and social vision of the socialization learning process;

- Lesson (13-14-15) ability to adopt and use integrated and flexible teaching strategies based on the needs and real socialization-learning processes implemented by pupils and students;

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Expected results

1.   Knowledge and understanding.

-At the end of the course the student will have acquired: knowledge of the main lines of the epistemological debate in the field of Special Pedagogy with particular reference to its constituent elements (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 relating to the school environment, such as the PEI, PDP, PAI 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 suited to different contexts (ICF logic);

-know how to propose intervention hypotheses and deal with pedagogical cases relating to inclusion, plan good inclusive practices of care and help

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 with specific disciplinary language with school operators;

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 context and beyond;

·  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 disabilities and BES.

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

A specific formative assessment moment is planned on some of the topics covered, without suspending lessons.

Teaching

The course will be organized using "plural" teaching based on frontal lessons, but also term papers, videos, individual research, laboratory exercises, seminars, debates on specific topics, group work, etc.

To encourage innovative teaching, the course includes some moments of laboratory activity relating to the narrative project entitled: "Meeting diversity: sensitive knowledge", with the use of mixed qualitative and quantitative research methods.

There will be a specific moment of formative evaluation on some of the topics addressed, without suspension of lessons.

Innovative teaching methods

Attendance

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Course books

Choose one of the following texts that is closest and most connected to your personal interests. It is important to refer to, study and delve into all the teaching material included on the platform (slides, films, videos) because it is used to complete the topics of the books. Further in-depth work and research connected to the chosen book will also be appreciated.

1. Benasayag, M., & Schmit, G. (2004). L'epoca delle passioni tristi, Feltrinelli, Editore, Milano

2. Benasayag, A. D. R. M. (2010). Elogio del conflitto, Feltrinelli Editore; Milano

3. Di Pietro M. ( 2014), L'ABC delle mie emozioni - 4-7 anni, Programma di alfabetizzazione socio-affettiva secondo il metodo REBTl, Erickson, Trento.

4. Di Pietro M. ( 2014), L'ABC delle mie emozioni - 8-13 anni, Programma di alfabetizzazione socio-affettiva secondo il metodo REBT, Erickson, Trento.

5. Lucangeli D. ( 2020), Cinque lezioni leggere sull'emozione di apprendere, Erickson, Trento.

6. Roche R. (2002), L'intelligenza prosociale. Imparare a comprendere e comunicare i sentimenti e le emozioni, Erickson. Trento.

7.Goleman D. (2011) Intelligenza emotiva. Che cos'è e perchè può renderci felici, BUR Saggi, Rizzoli Milano.

Assessment

 Student learning will be assessed through a final oral examination, as the primary aim of the test is to evaluate the ability to apply knowledge and concepts in a way that reflects the specific epistemological logic of the discipline. Particular importance is given to the identification and definition of key theoretical constructs related to inclusive processes; the development of effective pedagogical and didactic tools; and the ability to design intervention strategies that respond appropriately to the educational needs of individuals with disabilities and special educational needs (SEN).

Specifically: - relevance and effectiveness of the responses in relation to the contents of the program; - level of articulation of the response; - adequacy of the disciplinary language used. Each of the criteria is evaluated on the basis of a scale of values

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.

Teaching

In order to give non-attending students the opportunity to compensate for what is covered during the lessons with independent study, we recommend using all the materials included in the blended platform (slides, exercises, supplementary material) which are particularly useful for fully understanding the contents of the program. It is possible to contact the teacher by email and by appointment.

Attendance

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Course books

The student can chose one of this book:  

Choose one of the following texts that is closest and most connected to your personal interests. It is important to refer to, study and delve into all the teaching material included on the platform (slides, films, videos) because it is used to complete the topics of the books. Further in-depth work and research connected to the chosen book will also be appreciated.

1. Benasayag, M., & Schmit, G. (2004). L'epoca delle passioni tristi, Feltrinelli, Editore, Milano

2. Benasayag, A. D. R. M. (2010). Elogio del conflitto, Feltrinelli Editore; Milano

3. Di Pietro M. ( 2014), L'ABC delle mie emozioni - 4-7 anni, Programma di alfabetizzazione socio-affettiva secondo il metodo REBTl, Erickson, Trento.

4. Di Pietro M. ( 2014), L'ABC delle mie emozioni - 8-13 anni, Programma di alfabetizzazione socio-affettiva secondo il metodo REBT, Erickson, Trento.

5. Lucangeli D. ( 2020), Cinque lezioni leggere sull'emozione di apprendere, Erickson, Trento.

6. Roche R. (2002), L'intelligenza prosociale. Imparare a comprendere e comunicare i sentimenti e le emozioni, Erickson. Trento.

7.Goleman D. (2011) Intelligenza emotiva. Che cos'è e perchè può renderci felici, BUR Saggi, Rizzoli Milano.

Assessment

The assessment of learning will take place thanks to a final exam carried out in written mode with open answers (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 particularly important to identify and define the main theoretical constructs relating to inclusive processes; develop some effective pedagogical-didactic tools; knowing how to build intervention hypotheses that are functional to the training needs of individuals with disabilities and BES. Furthermore, ongoing monitoring and evaluation moments are foreseen. Disability and DSA Students who have registered the disability certification or DSA certification with the Inclusion and Right to Study Office can ask to use the maps. conceptual (by keywords) during the exam.

Specifically: - relevance and effectiveness of the responses in relation to the contents of the program; - level of articulation of the response; - adequacy of the disciplinary language used. Each of the criteria is evaluated on the basis of a scale of values

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.

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