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

1) Theoretic section

The Special Education: general framework of the discipline
A historical-hermeneutic of special education
National and international legislation
Special educational needs and Index for inclusion

2) Methodological section

Inclusive education in the primary school and childood:

- cooperative learning

- metacognition

- peer education

- body approach

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 (Il testo sarà disponibile in libreria entro il 15 novembre 2017).
2. Pavone M., L’inclusione educativa. Indicazioni pedagogiche per la disabilità, Mondadori, Milano, 2014.
3. Pennazio V., Formarsi a una cultura inclusiva, Franco Angeli, Milano, 2017

TEACHERS AND EXAM BOARD

Exam Board

ANGELO BEDIN (President)

FRANCO BOCHICCHIO (President)

LESSONS

LESSONS START

October, 1, 2019

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

The successful learning of the discipline is certified by the competence demonstrated by the student to have acquired a knowledge of the subjects consistent with the expected results and in accordance with the training objectives declined according to the Dublin descriptors. This knowledge oscillates between the sufficient and excellent level expressed in thirtieths,
and is evaluated with the following criteria:
Knowledge and understanding: min 5 - max 7.
Ability to apply knowledge and understanding: min 5 - 7 max
Making judgments: min 3 - max 5.
Communication skills: min 3 max 7.
Ability to learn: min 2 - max 4..

Exam schedule