SPECIAL DIDACTICS AND PEDAGOGY
(objectives)
Knowledge and understanding
At the end of the course the student should know - the main basic concepts of Special Pedagogy, their effects on the processes of education and intervention with pupils with special needs, in the perspective of an inclusive pedagogy - the theoretical and epistemological models of the constructs of disability and school and social inclusion, in relation to the International Classification of Functioning, Disability and Health (ICF, 2001), the innovative paradigms of Universal Design for Learning and Disability studies - the main educational-didactic strategies to support and implement inclusive processes, as well as their design, evaluation and self-assessment methods.
Ability to apply knowledge and understanding
At the end of the course the student should have acquired the ability to - apply the knowledge acquired to build inclusive contexts for all and each pupil with particular attention to those in vulnerable and disadvantaged conditions - design, evaluate and document educational interventions with a view to improving inclusive processes
Autonomy of judgement (making judgements)
At the end of the course the student should have acquired the ability to - critically rethink and evaluate learning and functional meanings of inclusive educational interventions adapted to different contexts, according to a plural and open pedagogical logic - observe, evaluate situations and educational actions on the basis of adequate documentation aimed at the adoption of appropriate school and social inclusive strategies Communication skills
At the end of the course the student should have acquired the ability to - communicate with the specific disciplinary language regarding the construction and reworking of learning and the relational dynamics of the school community - communicate with congruent reflective and operational tools acquired during the course.
Learning skills
At the end of the course the student will have acquired the ability to
- analyse and critically evaluate problems relating to different socio-educational contexts - construct intervention hypotheses relating to pupils with special needs - develop further disciplinary and interdisciplinary insights
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Teacher
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MONTANARI MIRCA
(syllabus)
- Special Pedagogy as a science of inclusion of differences and diversity. - Old and new models of disability classification. - Anthropological bio-psycho-social ICF model, critical reflections and educational perspectives. - The transition from integration to inclusion of diversity in educational contexts. - The concept of "special educational needs" according to recent regulations. - Special Education from an inclusive perspective: personalising, individualising and differentiating educational interventions. - Functional diagnosis, functional dynamic profile, personalised educational plan. - The Life Project and competent accompaniment. - Disability Studies and Universal Design for learning as inclusive models.
(reference books)
Required volumes: 1. Montanari M. (2020). I bisogni educativi nella scuola e i contesti inclusivi. Alcune indagini esplorative sul territorio. Milano: FrancoAngeli. 2. Bocci F. (2021). Pedagogia speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della scienza dell'educazione. Milano: Guerini Scientifica. 3. Montanari M. (2023). L'orientamento e formazione universitaria. In prospettiva inclusiva. Roma: Anicia.
Recommended volumes: 1. Persi R., Montanari M. (a cura di) (2022). Dialoghi pedagogici nell'ipercomplessità. Riflessioni, suggestioni e prospettive educative. Pisa: ETS. 2. Rossiello M.C. (a cura di) (2020). Narrare l'inclusione. Riflessioni e prospettive nell'educazione alle diversità. Roma: Edizioni Conoscenza.
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Dates of beginning and end of teaching activities
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From to |
Delivery mode
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Traditional
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Attendance
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not mandatory
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Evaluation methods
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Oral exam
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