AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

Learning Objectives

The course aims to:

Provide students with an overview of the main teaching methodologies derived from pedagogical research, placing them within the context of contemporary society and new forms of educational vulnerability.

To explore in depth the situation of people with disabilities and those with Special Educational Needs, illustrating the potential benefits and risks of educational interventions in different contexts

Specific Learning Difficulties and Personalised Teaching Plans in different school contexts: teaching strategies

To introduce the role of the Individualised Education Plan as a planning tool and to analyse the models of educational practice established by current research.

Learning outcomes

By the end of the course, the student will be able to

Understand the concepts of disability and Special Educational Needs (BES); describe the key elements of the Individualised Education Plan (PEI) and the Personalised Teaching Plan (PDP); and understand the main teaching methodologies and different educational approaches.

Identify the most appropriate teaching methodologies for specific educational situations and justify this choice in relation to students’ needs and the context.

Critically evaluate educational interventions in relation to vulnerabilities, globalised and inclusive contexts, and the specific needs of students.

TEACHING METHODS

Lessons are delivered in an interactive and participatory manner, with active student involvement, so as to make the course content even more clear and experiential.
The course is therefore delivered with the aid of slides (PowerPoint), supplemented by examples (sometimes including videos) and the use of simulations and practical exercises.  
Students with valid certification for Specific Learning Disorders (DSA), disabilities or other educational needs are invited to contact the lecturer and the School/Department’s disability officer at the start of the course to agree on any teaching arrangements which, whilst respecting the course objectives, take into account individual learning styles.

SYLLABUS/CONTENT

Definition of key concepts (people with disabilities, vulnerability, Special Educational Needs).
A brief theoretical overview of Special Education and Pedagogy.
Inclusion and networking; analysis of the main inclusive tools and methodologies.
Specific Learning Difficulties and the Personalised Teaching Plan: measures and tools in school practice, personalised teaching strategies
The new Individualised Education Plan (PEI) and the Operational Working Group (GLO)
The educational partnership for inclusion and care.

This course contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda: 
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Goal 5. Achieve gender equality and empower all women and girls.

RECOMMENDED READING/BIBLIOGRAPHY

The examination will focus primarily on slides, documents and articles provided by the lecturer; however, for a more in-depth understanding of the topics covered, students are advised to study the following texts:

D. Ianes, S. Cramerotti, F. Fogarolo, Il nuovo PEI in prospettiva bio-psico-sociale ed ecologica (2021), Erikson.

F, Bochicchio (2018), L’agire inclusivo nella scuola: Logiche, metodologie e tecnologie, per educatori e insegnanti. Libellula Edizioni.

M. Pavone (2014), L’inclusione educativa. Indicazioni pedagogiche per la disabilità. Mondadori Università.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

November 2026

The timetable for this course can be found at: EasyAcademy Portal

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The examination is preferably conducted orally (with open-ended questions) so as to allow the student to discuss their study methods and to clarify any doubts; the student is first asked to choose a topic of their choice, after which the examiner will select two further topics at their discretion.
Further questions may be asked if the student does not answer correctly and/or appears uncertain about the initial questions.

ASSESSMENT METHODS

The following are assessed: the ability to navigate the course material and make connections, the clarity and specificity of the presentation; and the consistency and accuracy of the content provided in the answers

FURTHER INFORMATION

The examination cannot be sat unless the relevant prerequisite has been met.
As these are Integrated Course examinations, failure to pass a single module means that the entire examination must be retaken.