OVERVIEW

The Special Pedagogy course for adapted motor activities is designed to train students to recognize the existence of certain universal values that must guide our actions.

The Special Pedagogy teaching aims to provide master's degree students with knowledge and skills on the pedagogical aspects of adapted motor and sports activities in the professional field of adapted motor sciences.

AIMS AND CONTENT

LEARNING OUTCOMES

The educational objectives aim to provide knowledge about the pedagogical aspects of physical activity, understood as an educational process based on pedagogical and psychological principles, in order to be able to manage special educational needs in developmental age.

AIMS AND LEARNING OUTCOMES

At the end of the Special Pedagogy module for suitable motor activities, students must be able to propose, present, structure, and integrate projects for various different types of activities. Select, identify, monitor, and verify the aforementioned activities. Repeat, connect, organize the various knowledge acquired, and memorize the knowledge acquired during lessons.

PREREQUISITES

The knowledge and skills of pedagogy acquired in the bachelor's degree.

TEACHING METHODS

Lectures, observation and discussion on practical lessons, programming writing, design writing, simulations, laboratory lessons, case studies, interventions by external experts.

SYLLABUS/CONTENT

• Liquid world and gaseous society. AI, media, social and educational processes;

• Special and inclusive pedagogy;

• Inclusive education in a competitive society;

• Educational problems of relationships with disabled people, with particular attention to the different problems related to the different types of handicaps;

• Integration and inclusion;

• WHO classifications;

• Diversability in history;

• History Special pedagogy and disabled sports;

• The theoretical assumptions and practical considerations relating to the construction of the special educational relationship;

• The relationship between special educational need and educational design, with reference to the theoretical paradigms of special pedagogy;

• The purposes of special educational work;

• Motor disabilities;

• Sensory disabilities;

• Intellectual disability relationships;

• Educational strategies for various disabilities;

• Intelligences; Test Binet and Wish;

• Emotional intelligence;

• The special educational function of adapted motor activities;

• Theoretical-practical activities for inclusion;

• The planning of motor activities in differentiability and otherwise;

• Design: writing a project of the student's choice;

• Performance anxiety and its management in the educational conflict typical of work with differentials between a sense of omnipotence and frustration;

• Psychomotor skills: Le Boulch, Aucouturier;

• Practical lessons in psychomotor skills, sport and disability, description of motor and organizational activities for the management of institutions due to their differentiability;

• Setting up a motor activity lesson with disabled people with a psychomotor approach.

RECOMMENDED READING/BIBLIOGRAPHY

Senarega D. (2014) - Educazione inclusiva e attività motoria. Ed. Libero di scrivere, Genova.

2° a scelta fra:

Baumann Z. (2005) - Vita liquida. Ed Laterza, Roma. oppure

Baumann Z. (2002) - Modernità liquida. Ed Laterza, Roma.

Galimberti U. (2011) - L’ospite inquietante. Feltrinelli, Milano.

lanes D. (2001) - Didattica speciale per l'integrazione. Erickson, Trento.

Senarega D. (2024) - Educazione motoria nella scuola del primo ciclo. Ed. Libero di scrivere, Genova.

Senarega D. (2018) - Tecnica GAPSS. Ed. Libero di scrivere, Genova.

Senarega D. (2012) - Scienze motorie e sportive nell’età evolutiva. Ed. Libero di scrivere, Genova.

TEACHERS AND EXAM BOARD

Exam Board

DANIELA SENAREGA (President)

LESSONS

LESSONS START

1st semester, October.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Interview or written test on the indicated program. The exam aims to assess both knowledge (knowledge) and skills (being able to apply the knowledge and skills acquired in various educational contexts, not only with diversity).

ASSESSMENT METHODS

In addition to the exam, the student must submit an annual competency design or UDA of the student's choice one week in advance.

FURTHER INFORMATION

Students holding valid certification for Specific Learning Disorders (SLD), disabilities, or other educational support needs are encouraged to contact the lecturer and the School Disability Coordinator at the beginning of the course to discuss any appropriate teaching arrangements. Such arrangements will be designed to respect the learning objectives of the course while taking into account individual learning needs and preferences.

Contact details for the School Disability Coordinator are available at the following link:
University Committee for the Inclusion of Students with Disabilities or SLD (UniGe):
https://unige.it/commissioni/comitatoperlinclusionedeglistudenticondisabilita

Students with disabilities or SLD who wish to request compensatory tools or alternative examination arrangements must complete the dedicated web form available at:
https://unige.it/disabilita-dsa

The request must be submitted at least seven working days before the examination date.

Students with other special educational needs (SEN/BES) may submit their request directly by email to the lecturer, copying the Department Disability Coordinator, Prof. Nicola Girtler (nicola.girtler@unige.it), and the Inclusion Office (inclusione.studenti@info.unige.it).

All requests will be evaluated by the lecturer and may be approved or declined based on their consistency with the course learning objectives and applicable university regulations.