|SCIENTIFIC DISCIPLINARY SECTOR||M-PED/03|
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.
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.
At the end of the course the students will be able to:
At the end of the course students will also acquire:
1. Ability to communicate effectively in relation to the context, use sources and aids of various kinds, use critical thinking, process and evaluate information, discuss content.
2. Ability to identify one's own abilities, ability to concentrate, critical reflection on a task, management of complexity, autonomy in decisions.
3. Ability to develop one's imagination and creativity, strategic thinking.
4. Ability to manage social interactions with a collaborative attitude and the use of constructive communication, to respect others and their needs to express and understand different points of view.
5. Awareness of one's preferred learning strategies, organization and assessment of personal learning as understood and learned by students
Dialogue lessons are foreseen (supported by slides) in which the problems connected to special education and the educational relationship in situations of special educational need will be discussed. The course will also provide practical (group) exercises, case study analysis, world café, simulations and video analysis.
The exercises will have the aim of helping the student to apply in practice what has been learned on a theoretical level. These activities will allow attending students to acquire an OPEN BADGE which will certify participation in a course aimed at acquiring soft skills relating to the following key competencies: functional literacy (advanced level); personal (basic level); social (basic level); learning to learn (basic level); project creation (basic level).
Aulaweb is the course workspace where the slides used by the teacher will be inserted (at the end of each lesson), in-depth materials, applications to encourage interaction and active participation by students. Students will also have the opportunity to upload materials they deem relevant to the topics of the course.
FORM 1 - THEORETICAL FRAMEWORK
Nursery as an inclusive context
Birth and development of the concept of inclusion
Legislation supporting inclusion
The Concept of Special Educational Needs
The Universal Learning Project (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 functioning in the ICF perspective, the detection of needs, and inclusive planning
FORM 3 - INCLUSIVE EDUCATIONAL ACTION: STRATEGIES AND METHODOLOGIES
The care of the inclusive relationship with the families, the child, the institutions, and the territory
The care of space, time, and the environment
Augmentative Alternative Communication
The management of problem behaviors
Principles of the ABA method
The playful activity adapted to the technologies
Educational continuity as a vehicle of inclusion in the 0-6 perspective
The curse contributes to the achievement of the following sustainable development goal of the UN 2030 Agenda:
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Non Attending students
VALENTINA PENNAZIO (President)
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
At the end of each module, an activity is expected to investigate the skills acquired on the topics covered, evaluated out of thirty.
During the lessons, the realization of a group project will be foreseen and aimed at investigating the ability to work in a team and to design a path for people with disabilities. The project will be evaluated out of thirty.
The exam will be aimed at evaluating the knowledge acquired. It will take place in written form (multiple choice test, 31 questions assessed, each 1 point) with the possibility of oral integration. It will focus on the contents of the program and on the material uploaded to the "aula-web".
The average of the marks achieved (in the end-of-module activities, in the project, and in the exam) determines the final grade.
Non Attending students
The exam will be aimed at assessing knowledge and will take place in written form (multiple choice test, 32 questions evaluated, every question 0.5 points + three open questions of a theoretical-application nature, each considered 5 points). It is possible to integrate the written test with the oral one. The exam will focus on the 3 texts indicated in the program and on the material uploaded to the "aula-web"..
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.
The tests completed at the end of the module are aimed at detecting the acquisition by the students of the ability to apply in practice, on an individual level, what they learned during the lessons
The realization of the project is aimed at evaluating in the student not only the planning ability but also the ability to work in a team, discuss, debate, and compare in choosing the best intervention strategies
The final exam is aimed at evaluating the knowledge acquired during the course.
In each test, the quality of the presentation, the correct use of the specialized vocabulary, and the capacity for critical reasoning in the study carried out will be taken into account.
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.