OVERVIEW

The course aims to encourage the acquisition of basic skills useful for designing inclusive educational interventions for children with special educational needs and their families in early childhood educational contexts (0-6). For this purpose, knowledge will be provided concerning the most appropriate relational, observational,  methodological and methods for adapting materials and contexts.

AIMS AND CONTENT

LEARNING OUTCOMES

The Course aims to illustrate the epistemological criteria that form the backdrop to the construct of inclusive teaching, understood as quality teaching for all, and not only for students with disabilities or special educational needs. The training objectives consist in enabling students to know inclusive educational design models, didactic methodologies and technologies capable of enhancing and capitalizing on individual differences, with particular reference to situations where these differences are related to barriers to learning and participation in social life.

AIMS AND LEARNING OUTCOMES

1. Establish and promote relationships with children with special educational needs, families, and local authorities

2. Analyze, from the perspective of the ICF, the environment and the functioning of the child

3. Design inclusive educational interventions starting from the detection of the need

4. Adapt materials and contexts to promote the full participation of the child with disabilities

5. Prepare inclusive educational continuity projects

PREREQUISITES

None

TEACHING METHODS

Dialogue lessons, small group work, exercises. During the course optional activities and the realization of a project will be proposed

SYLLABUS/CONTENT

FORM 1 - THEORETICAL FRAMEWORK

Nursery as an inclusive context

Birth and development of the concept of inclusion

Legislation to support inclusion

The concept of Special Educational Need

Universal Design for Learning (UDL)

FORM 2 - THE INCLUSION DESIGN

The International Classification of Functioning, Disability and Health (ICF)

The Individualized Educational Project as a tool for inclusion

Observation: strategies and tools

The analysis of the functioning in an ICF perspective, the detection of the need and inclusive design

FORM 3 - INCLUSIVE EDUCATIONAL ACTION: STRATEGIES AND METHODOLOGIES

The care of the inclusive relationship with families, children, institutions and the territory

The care of space and time and the environment

The adaptations

Augmentative Alternative Communication

The management of problem behaviors

Principles of the ABA method

The adapted play activity

Educational continuity as a vehicle for inclusion in the 0-6 perspective

RECOMMENDED READING/BIBLIOGRAPHY

Attending students

1. Pennazio V. (2017), Il nido d’infanzia come contesto inclusivo. Progettazione e continuità dell’intervento educativo per il bambino con disabilità nei servizi educativi per l’infanzia, Franco Angeli Milano.
2. Pennazio V. (2015), Didattica, gioco e ambienti tecnologici inclusivi, Franco Angeli, Milano.
3. Lesson material uploaded to aulaweb

Non Attending students

1. . Pennazio V. (2017), Il nido d’infanzia come contesto inclusivo. Progettazione e continuità dell’intervento educativo per il bambino con disabilità nei servizi educativi per l’infanzia, Franco Angeli Milano.
2. Pennazio V. (2015), Didattica, gioco e ambienti tecnologici inclusivi, Franco Angeli, Milano.
3. AA.VV. (2021) Bisogni Educativi Speciali al nido e alla scuola dell'Infanzia. strategie efficaci per educatori e insegnanti, ERckson, Trento.
4. Lesson material uploaded to aulawebb

TEACHERS AND EXAM BOARD

Exam Board

VALENTINA PENNAZIO (President)

DAVIDE PARMIGIANI

LESSONS

LESSONS START

The lessons will start in the second semester. Students are invited to consult aulaweb of the course to view the calendar of meetings and respective contents

Class schedule

INCLUSIVE EDUCATION

EXAMS

EXAM DESCRIPTION

Attending students

At the end of each form,  an in-depth activity of the skills acquired on the topics covered is expected

The exam will take place in written form with the possibility of oral integration and will focus on the 2 texts indicated in the program and on the material uploaded to aulaweb. The exam will be aimed at verifying the indicated learning outcomes.

The final grade is determined by the grade obtained in the exam and the score obtained in the activities.

Non Attending students

At the end of each form, an activity will be carried out aimed at investigating the skills acquired on the topics covered.

The exam will take place in written mode with the possibility of oral integration and it will focus on the 3 texts indicated in the program and on the material uploaded to aulaweb. The exam will be aimed at verifying the indicated learning outcomes.

The final grade is determined by the grade obtained in the exam and the score obtained in the activities.

ASSESSMENT METHODS

The result of the exam is determined by the grade obtained in the written and / or oral exam to which the scores of the thesis / project must be added.

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 8 - max 12.
Ability to apply knowledge and understanding: min 4 - 6 max
Making judgments: min 3 - max 5.
Communication skills: min 2 max 4.
Ability to learn: min 1 - max 3.

Exam schedule

FURTHER INFORMATION

All students are invited to periodically consult the page for this course on the AulaWeb e-learning portal (www.aulaweb.unige.it) to find all the information and materials relating to this course, appropriately updated.

Students with DSA, disability or other special educational needs certification are invited to contact the teacher at the beginning of the course to agree on teaching and exam methods that, in compliance with the teaching objectives, take into account individuals learning methods  and provide suitable compensatory instruments.