OVERVIEW

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.

AIMS AND CONTENT

LEARNING OUTCOMES

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.

AIMS AND LEARNING OUTCOMES

Upon completion of the course, students will be able to:

1. Describe the theoretical and methodological principles related to the identification and promotion of the concepts of Inclusion and Special Educational Needs (SEN).

2. Identify the main approaches to disability, with particular focus on the Independent Living Movement and Universal Design for Learning (UDL).

3. Explain the legal framework regulating inclusive education, especially the principles of the UN Convention on the Rights of Persons with Disabilities.

4. 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).

5. Analyse environments and individual functioning through the ICF lens, identifying emerging needs as well as potential facilitators and barriers.

6. Apply methods to support communication (AAC), foster autonomy, and manage challenging behaviours.

7. 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).

8. 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:

1. Effective communication adapted to context, use of diverse sources and aids, critical thinking, information processing and evaluation, argumentation.

2. Self-awareness of personal abilities, capacity for focus and critical reflection, decision-making and task management autonomy.

3. Imagination, creativity, and strategic thinking.

4. Collaborative social interaction, constructive communication, respect for others and their needs, openness to diversity and multiple viewpoints.

5. Awareness of personal learning strategies and the ability to organise and assess one’s own learning process based on acquired knowledge.

PREREQUISITES

None

TEACHING METHODS

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.

SYLLABUS/CONTENT

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.

RECOMMENDED READING/BIBLIOGRAPHY

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

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, 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

TEACHERS AND EXAM BOARD

Exam Board

VALENTINA PENNAZIO (President)

DAVIDE PARMIGIANI

LESSONS

LESSONS START

Classes begin in the first semester.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

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.

ASSESSMENT METHODS

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.

FURTHER INFORMATION

Students with disabilities, Specific Learning Disorders (SLD), or Special Educational Needs (SEN) are reminded that, in order to request examination accommodations, they must first submit the relevant certification to the Settore servizi per l’inclusione degli studenti con disabilità e con DSA.

Subsequently, students with disabilities or SLD who wish to request accommodations for examinations are required to complete the form available on the following webpage: “Servizi per studentesse e studenti con disabilità o con DSA | UniGe | Università di Genova.”

Students with SEN, on the other hand, are required to send an email to the course lecturer, copying the School Representative for the Inclusion of Students with Disabilities and SLD (laura.traverso@unige.it) and the “Student Inclusion” Office (inclusione.studenti@info.unige.it).

The email must specify:

• the title of the course; 
• the date of the examination session; 
• the student’s surname, first name, and student ID number; 
• the compensatory tools and dispensatory measures considered necessary and requested. 

For all students, requests for accommodations must be submitted well in advance (at least 7 working days before the examination date). Requests submitted after this deadline may not be accepted.