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.
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.
The learning outcomes are consistent with the learning objectives, de relate to the following:
1. Develop pedagogical sensitivity inherent in the recognition of the value of individual students, of all and of each,
2. Develop knowledge and pedagogical skills necessary to identify, analyze and manage situations of disability/diversity in the school environment,
3. Develop knowledge and pedagogical skills necessary to collaborate, as a class teacher, with other curricular colleagues or specialists, to make the value of integration and inclusion, as a circularity of relationships, among all students of the class and / or section
4. Develop pedagogical knowledge and skills necessary to collaborate with other professionals to plan personalized educational interventions,
5. Develop knowledge and pedagogical skills necessary to develop a genuinely inclusive teaching approach, through the use of appropriate methodologies.
During the course will be held in due attention to the problems of children in kindergarten and elementary school and then always explicitly will be made appropriate references and insights.
The teaching activity favors the active and participatory character, through teaching methods capable of involving, motivating and interest students in the topics covered. The teacher's lesson will be varied through different strategies, and frequent use will be made of group and plenary discussions capable of stimulating reflection. Other multimedia materials will also be used to socialize collaborative and self-directed learning.
If it is not possible, for health reasons, to carry out the lessons in presence, they will be delivered remotely using the University platforms TEAMS and/or AULAWEB
1) Theoretic section
The Special Education: general framework of the discipline A historical-hermeneutic of special education National and international legislation Special educational needs
2) Methodological section Inclusive education in the primary school and childood:
- cooperative learning
- metacognition
- peer education
- body approach
Ricevimento: The teacher receives students at the end of didactid activity, and throughout the year, by appointment to be arranged by email at: franco.bochicchio@edu.unige.it
Ricevimento: I receive students in attendance and / or on the Teams platform on Wednesdays from 10.00 to 12.00 Students are invited to write to the teacher (valentina.pennazio@unige.it) to arrange their own appointment
VALENTINA PENNAZIO (President)
ANGELO BEDIN (President Substitute)
FRANCO BOCHICCHIO (President Substitute)
28 september 2021
SPECIAL EDUCATION SCIENCES
The exam will be written and will focus on texts 1 and 2 and on what has been said in class (the slides will be published on aulaweb).
The topics of the exam will be communicated to the students at the end of the lessons.
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..
