The course aims to achieve the following learning objectives, structured according to the Dublin Descriptors:
1. Knowledge and understanding
Advanced knowledge and understanding of inclusive educational tools (IEP, ISP) and their interpretations within educational contexts.
2. Applying knowledge and understanding
Ability to apply knowledge to the design, implementation, and evaluation of educational practices.
3. Making judgements
Critical and reflective skills necessary to identify strengths and weaknesses in inclusive educational planning across different contexts.
4. Communication skills
Ability to communicate effectively with various stakeholders, both specialists (other educational professionals, teachers) and non-specialists (families).
5. Learning skills
Ability to learn in order to manage complex educational issues; ability to learn in ways that support identity development and professional growth.
In order to understand and effectively address the topics covered in the course, students are required to possess prior knowledge of General Didactics and General Pedagogy.
The teaching activities will be carried out through a workshop-based approach aimed at fostering students’ critical reflection. Learning will be centered on case studies, developed directly by the students and discussed within cooperative groups. The laboratory aims to promote open pedagogical and didactic knowledge through experiential learning methods based on sharing, cooperation, process-oriented work, and practical application.
The expected learning outcomes will be assessed through a discussion of the various projects and educational intervention models developed during group work.
The assessment criteria used to evaluate the learning outcomes include:
Grades will be expressed in thirtieths and will range from 18/30 to 30/30 with honors, depending on the achievement of the required skills. An exam that demonstrates a thorough, comprehensive, and timely knowledge of the course content and mastery of scientific language will be considered excellent. A test that demonstrates an overall adequate knowledge of the course content and the appropriate use of scientific language will be considered fair. A test that demonstrates a limited and superficial knowledge of the course content and the approximate use of scientific language will be considered sufficient. A test that demonstrates difficulty navigating the course content, the presence of gaps in training, the inappropriate use of scientific language, or a predominantly rote knowledge will be considered insufficient.
The teaching materials will be provided during the course and consist of excerpts from textbooks and scientific articles, operational worksheets, and activity proposals.
Useful teaching materials available online:
D. Ianes, H. Demo (a cura di), Non uno di meno. Didattica e Inclusione scolastica, Franco Angeli, Milano 2021 [Testo Open Access disponibile su: https://series.francoangeli.it/index.php/oa/catalog/view/677/508/3860]
G. Guaraldi, M. Nenzioni, Ausili, nuove tecnologie e inclusione Alcune esperienze universitarie dalla LIM all’e-learning, in “L’integrazione scolastica e sociale”, Vol. 22, n. 2, maggio 2023 [Testo Open Access disponibile su: https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/it/visualizza/pdf/2547]
E. Rossoni, La relazione ludicoeducativa con un bambino con disabilità. Innestare nuove pratiche educative, in G. Amatori, C. Giaconi, Pedagogia speciale e connessioni di cura. Generazioni, legami, famiglie, caregiving, Pensa MultiMedia, Lecce 2025 [Testo Open Access disponibile su: https://www.pensamultimedia.it/download/3187/0db7d679e971/pedagogia-speciale-e-connessioni_amatori-24-10-ott_op.pdf]
N. Rosati, Playfulness e inclusione, in G. Amatori, C. Giaconi, Pedagogia speciale e connessioni di cura. Generazioni, legami, famiglie, caregiving, Pensa MultiMedia, Lecce 2025 [Testo Open Access disponibile su: https://www.pensamultimedia.it/download/3187/0db7d679e971/pedagogia-speciale-e-connessioni_amatori-24-10-ott_op.pdf]
The workshop will focus on designing and testing educational interventions aimed at promoting the inclusion of people with special educational needs (SEN) and on managing groups in various educational contexts, with particular attention to early childhood education and primary school.”
