OVERVIEW

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.

AIMS AND CONTENT

LEARNING OUTCOMES

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.

AIMS AND LEARNING OUTCOMES

The learning outcomes are consistent with the learning objectives, de relate to the following:

KINDERGARTEN AND PRIMARY SCHOOL

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.

6. Develop the ability to co-design an ICF-based IEP

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.

TEACHING METHODS

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

SYLLABUS/CONTENT

1) THEORETICAL PART: KINDERGARTEN AND PRIMARY SCHOOL

Special education: general framework of the discipline

Historical-Hermeneutic Excursus of Special Education

National and international legislation

Special educational needs

The concept of inclusion

2) PROJECT PART: KINDERGARTEN AND PRIMARY SCHOOL

The ICF International Classification of Functioning, Disability and Health

The Quality of Life model

The design of the IEP based on ICF (KINDERGARTEN AND PRIMARY SCHOOL)

The Life project

3) METHODOLOGICAL PART: KINDERGARTEN AND PRIMARY SCHOOL

Relationship management

Creating an inclusive environment

Methodological approaches and tools for inclusive teaching: play, metacognition, adaptations, peer tutoring, cooperative learning

The use of inclusive technologies in teaching

Inclusive evaluation

RECOMMENDED READING/BIBLIOGRAPHY

1. Attending students

2. Bochicchio F. (a cura di). L’agire inclusivo nella scuola. Logiche, metodologie e tecnologie per insegnanti ed educatori, Libellula, Tricase (Le), 2017.
3. Pennazio V. Formarsi a una cultura inclusiva. un'indagine dei bisogni formativi degli insegnanti nel corso di specializzazione per le attività di sostegno, Franco Angeli, Milano, 2017
4. Pavone M., L’inclusione educativa. Indicazioni pedagogiche per la disabilità, Mondadori, Milano, 2014
5. Material uploaded to aulaweb

6. Non Attending students

7. Bochicchio F. (a cura di). L’agire inclusivo nella scuola. Logiche, metodologie e tecnologie per insegnanti ed educatori, Libellula, Tricase (Le), 2017.
8. Pennazio V. Formarsi a una cultura inclusiva. un'indagine dei bisogni formativi degli insegnanti nel corso di specializzazione per le attività di sostegno, Franco Angeli, Milano, 2017
9. Pavone M., L’inclusione educativa. Indicazioni pedagogiche per la disabilità, Mondadori, Milano, 2014

10. To choose between:

    4. Morganti A., Bocci F. Ddidattica inclusiva nella scuola primaria, Giunti, Milano 2017

    5. Antonietti M. L'inclusione nella scuola dell'infanzia. Metodi e prospettive,  Carocci, Roma, 2020

    Students are considered attending if they attend 65% of the lessons

TEACHERS AND EXAM BOARD

Exam Board

VALENTINA PENNAZIO (President)

SAMANTHA ARMANI (President Substitute)

LESSONS

LESSONS START

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

Class schedule

SPECIAL EDUCATION SCIENCES

EXAMS

EXAM DESCRIPTION

Attending students

Alla fine di ogni modulo è prevista la realizzazione di un'attività volta a indagare le competenze acquisite sugli argomenti trattati. La descrizione e proposta dell'attività verrò caricata nella pagina aulaweb dedicata al corso

La prova d'esame si svolgerà in modalità scritta  con possibilità di integrazione orale e verterà sui 3 testi indicati in programma e sul materiale caricato in aulaweb e sarà volta ad accertare i risultati di apprendimento indicati in termici di conoscenze. La struttura della prova d'esame verrà spiegata nel dettaglio nella pagina aulaweb didatca al corso

Il voto finale è determinato dal voto conseguito all'esame sommato al punteggio ottenuto nelle attività.

Non attending students

The exam will take place in written mode with the possibility of oral integration and will focus on the 3 texts indicated in the program, on the material uploaded to the aulaweb and on one of the two texts chosen among those indicated. The exam will be aimed at evaluating the learning outcomes indicated in terms of knowledge and skills. The structure of the exam will be explained in detail on the aulaweb page containing the course

Students are considered attending if they attend 65% of the lessons

ASSESSMENT METHODS

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..

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.