OVERVIEW

Starting from the study of the central issues related to the theme of integration and social inclusion and education of disabled people, the course will analyze the epistemological core of the discipline, integration constructs and inclusion, the concept of need and special need, the function of the educational relationship and pedagogical design tools typical of the inclusive school.

AIMS AND CONTENT

LEARNING OUTCOMES

At the end of the course students should be able to:

1.Locate the human resource value of individual students, to one and all,

2.Locate, analyze and manage situations of disability / different skills in schools

3. Cooperate, as class teacher, with other colleagues curricular or specialists, to make the value of integration and inclusion, as circularity of relationships between all students in the class and / or Section

4. Cooperate with other professionals to plan personalized educational interventions,

5. cooperate with the reference families to facilitate the empowerment of students and especially the students in difficulty.

During the course will be given due attention to the students' problems in kindergarten and primary school and therefore always explicitly be made the appropriate references and insights.

TEACHING METHODS

Lectures, discussions, videos, group work, case studies

SYLLABUS/CONTENT

The Special Education: general framework of the discipline
A historical-hermeneutic of special education
national and international legislation
The special educational needs
The school of individualized design and inclusion
Support the person with special educational needs
The index for inclusion: detection, monitoring and evaluation
Personalized educational plan for pupils with BES
Approaches and methodological tools for inclusive education

RECOMMENDED READING/BIBLIOGRAPHY

1. Bochicchio F. (a cura di). L’agire inclusivo nella scuola. Logiche, metodologie e tecnologie per insegnanti ed educatori, Libellula, Tricase (Le), 2017
2. Pavone M., L’inclusione educativa. Indicazioni pedagogiche per la disabilità, Mondadori, Milano, 2014.
3. Ianes D., Cramerotti S. (a cura di), Alunni con BES. Bisogni educativi speciali, Erikson, Trento, 2013.

TEACHERS AND EXAM BOARD

Exam Board

ANGELO BEDIN (President)

FRANCO BOCHICCHIO (President)

LESSONS

LESSONS START

OCTOBER, 3, 2017

Class schedule

SPECIAL EDUCATION SCIENCES

EXAMS

EXAM DESCRIPTION

ATTENDING (For those who attend at least 65% of class hours)
FIRST APPEAL OF EXAMINATION: written exam on book 1 and 2 and on what was said in class, 
REPEATING THE EXAMINATION: oral exam

NO ATTENDING
FIRST APPEAL OF EXAMINATION: written exam on book 1, 2 and 3.
REPEATING THE EXAMINATION: oral exam

ASSESSMENT METHODS

Recognition will discipline is certified by the student's ability to master the knowledge is understanding their meaning and significance in the pedagogical perspective, is proving to know how to productively bind and transfer in solving practical problems.

Exam schedule