This course aims to provide students with foundational knowledge enabling them to observe and design educational interventions in various settings (day centres, residential communities, educational centres, etc.) that support individuals with disabilities. A critical analysis of the evolution of special pedagogy from cultural and legislative perspectives will be offered, alongside an exploration of planning tools and practical methodologies for effective intervention.
The course aims to guide students in the ability to plan and organize educational projects aimed at promoting the quality of life of people with special educational needs and disabilities by promoting active participation, self-determination in a life project perspective.
Upon completion of the course, students will be able to:
Describe the theoretical and methodological principles related to the identification and promotion of the concepts of Inclusion and Special Educational Needs (SEN).
Identify the main approaches to disability, with particular focus on the Independent Living Movement and Universal Design for Learning (UDL).
Explain the legal framework regulating inclusive education, especially the principles of the UN Convention on the Rights of Persons with Disabilities.
Define and apply observational and planning tools (ICF, ICD, Quality of Life Model, Individualised Education Plan - IEP, Life Project), understanding their operational principles and related methodologies aimed at enhancing communication (Augmentative and Alternative Communication - AAC) and autonomy (e.g., behavioural and cognitive-behavioural interventions).
Analyse environments and individual functioning through the ICF lens, identifying emerging needs as well as potential facilitators and barriers.
Apply methods to support communication (AAC), foster autonomy, and manage challenging behaviours.
Design inclusive educational interventions based on the assessment of individual needs, aiming to promote quality of life (development of the IEP, Life Project, and implementation of the Quality of Life Model).
Plan pathways for managing sexuality, leisure, employment, and post-parental care ("after us") for individuals with disabilities.
Additionally, students will develop the following transversal skills:
Effective communication adapted to context, use of diverse sources and aids, critical thinking, information processing and evaluation, argumentation.
Self-awareness of personal abilities, capacity for focus and critical reflection, decision-making and task management autonomy.
Imagination, creativity, and strategic thinking.
Collaborative social interaction, constructive communication, respect for others and their needs, openness to diversity and multiple viewpoints.
Awareness of personal learning strategies and the ability to organise and assess one’s own learning process based on acquired knowledge.
None
The course will adopt interactive lectures supported by slides, with class discussions on issues related to special pedagogy and educational relationships in SEN contexts. Students will engage in group work, practical exercises, case study analysis, structured debate sessions, world café activities, simulations, and video analysis. These activities aim to help students translate theory into practice.
Participation in these activities will allow attending students to earn an OPEN BADGE certifying their acquisition of soft skills in the following key competence areas:
Functional literacy (advanced level)
Personal competencies (advanced level)
Social competencies (advanced level)
Learning to learn (basic level)
Project design (basic level)
AulaWeb will be the course's online platform, where slides (uploaded after each lesson), supplementary materials, and interactive tools will be made available. Students may also upload relevant resources to support course discussions.
Guest speakers and service representatives for individuals with disabilities may be invited to contribute to selected sessions.
Module 1 – Theoretical Framework
Epistemological foundations of inclusive pedagogy and didactics
Key conceptual issues in building an inclusive culture
Main reference authors
Legislative evolution and milestones
UN Convention on the Rights of Persons with Disabilities
Approaches: Independent Living Movement, Universal Design for Learning
Module 2 – Tools for Inclusion and Their Development
Classifications: from ICDH to ICF and ICD
Quality of Life Model
Individualised Education Plan (IEP) and Life Project
Observation tools and needs assessment
Module 3 – Intervention Methodologies
Educational adaptations
Augmentative and Alternative Communication (AAC)
Behavioural methods
Strategies for managing challenging behaviours
Transition to adulthood: managing sexuality in persons with disabilities
Management of leisure, work, and “after us” planning
Case studies and expert testimonies
Contribution to the United Nations 2030 Agenda for Sustainable Development – SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Per i frequentanti
1. Cottini L. (2021), Didattica speciale per l’educatore socio-pedagogico, Carocci editore, Roma.
2. D'Alonzo L. (2018), Pedagogia Speciale per l'inclusione, Scholè, Brescia
3. Materiale fornito dalla docente reperibile si aula web
Per i non frequentanti
2. D'Alonzo L. (2018), Pedagogia Speciale per l'inclusione, Scholè, Brescia3. Testo aggiuntivo che verrà comunicato dalla docente
3. Pennazio V., Ricci G. (a cura di) (2025), Dalla crisi al cambiamento, Franco Angeli, Milano
4. Materiale fornito dalla docente reperibile su aula web
Ricevimento: I receive students in attendance on Wednesdays from 10.00 to 12.00 (room 1A11) and online by appointment (to be agreed by email). Students are invited to write to the teacher at the following email address: valentina.pennazio@unige.it
Classes begin in the first semester.
The timetable for this course is available here: EasyAcademy
Assessment Methods – Attending Students At the end of each module, students will complete an activity aimed at assessing the competencies acquired, graded on a 30-point scale.
During the course, students will also engage in a group project evaluating their teamwork skills and capacity to design educational pathways for individuals with disabilities. This project will also be graded on a 30-point scale.
The final written exam (31 multiple-choice questions, each worth 1 point) may be followed by an optional oral examination. It will cover the full syllabus and course materials available on AulaWeb.
The final grade will be the average of scores obtained in the module-based activities, group project, and final exam.
Assessment Methods – Non-attending Students The final exam will consist of a written test: 32 multiple-choice questions (each worth 0.5 points) and 3 open-ended theoretical-applicative questions (each worth 5 points). An oral exam may be requested as integration. The exam will cover the three required texts and all supplementary materials on AulaWeb.
Successful learning outcomes will be certified based on students' demonstrated understanding of the subject matter, in line with the expected learning outcomes and Dublin descriptors.
Module-end assessments are designed to verify the students' capacity to apply acquired knowledge individually. The group project aims to assess not only planning skills but also the ability to collaborate, discuss, and select effective intervention strategies. The final exam evaluates the overall knowledge acquired during the course.
All assessments will consider:
Quality of exposition
Proper use of technical terminology
Critical reasoning skills based on the study carried out.
For students with disabilities or Specific Learning Disorders (SLD) Students with disabilities or SLDs must upload their certification via the University website (https://servizionline.unige.it– "Studenti" section). The documentation will be reviewed by the University Office for the Inclusion of Students with Disabilities and SLDs (https://rubrica.unige.it/strutture/struttura/100111).
At least 10 days prior to the exam date, students must email the instructor and cc both the School Inclusion Contact Person (Prof. Laura Traverso, laura.traverso@unige.it) and the Inclusion Office (disabili@unige.it; dsa@unige.it; inclusione.studenti@info.unige.it), providing:
Course title
Exam date
Student name, surname, and student ID number
Requested accommodations and compensatory tools deemed necessary.
