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

1. Analysis of inclusive didactic (theories and approaches)

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

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

4. Inclusive didactic action: intervention strategies and methodologies

5. The promotion of ludic activity in disability: adaptations, technologies

6. The care of space and time

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

RECOMMENDED READING/BIBLIOGRAPHY

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. Pennazio V., Faorlin P. (in press), Per mano nella distanza, Libreriauniversitaria.it Edizioni, Padova

TEACHERS AND EXAM BOARD

Exam Board

VALENTINA PENNAZIO (President)

DAVIDE PARMIGIANI

LESSONS

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Attending students

FIRST EXAM SESSION (May 2021, on a date to be established): written test on texts n.1. n.2 and materials uploaded in aulaweb. Presentation of a paper / project on the text 3. Possibility of oral integration

SUBSEQUENT EXAMS after THE FIRST: will take place orally on text 1 and 2 and on the materials uploaded to aualweb by the teacher. Presentation of a paper / project on the text 3.

Non-attending students

FIRST EXAM SESSION (May 2021, date to be determined): written test on the first 3 texts and materials published in the aulaweb by the teacher. Possibility of oral integration

EXAMS SUBSEQUENT after THE FIRST: oral interview on the 3 texts and materials published on the aulaweb by the teacher.

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 the students are invited to consult periodically the page dedicated to the course on the e-learning portal (accessible at: www.aulaweb.unige.it). All information and materials related to this course are exclusively published in this site.