48
Special Didatics and Pedagogy
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
The course, focusing on "best practices for school inclusion," aims to contribute to the progressive development of skills that can be applied to practical teaching practices, supported by appropriate pedagogical, methodological, organizational, and regulatory knowledge.
The course aims to achieve the following learning objectives, structured according to the Dublin Descriptors:
1. (knowledge and understanding) Know and master different teaching strategies and teaching methodologies, including through the use of tools and technologies to tailor interventions to students' needs, with particular attention to disability situations and cultural and linguistic differences; understand the issues related to disability and different types of deficits, respecting cultural and personal diversity and the right to inclusion; Knowledge of teaching and assessment strategies and methods to meet the diverse teaching and subject-specific needs of students
2. (Applying Knowledge and Understanding) Ability to identify and utilize different teaching strategies and methodologies to meet the diverse needs of students, paying particular attention to disabilities and cultural and linguistic differences; ability to utilize different teaching and assessment strategies and methodologies to meet the needs of subject-specific teaching and the diverse situations of students; ability to promote inclusion efforts, with specific attention to personal and cultural diversity and special educational needs.
3. (Making Judgments) Ability to gather and integrate knowledge within the complexities of pedagogical work; formulate independent judgments and understand their ethical and social implications; critical-reflective skills necessary to identify the strengths and weaknesses of educational projects; Ability to make decisions that meet students' learning needs, self-assess the effectiveness of one's teaching, and renew teaching practices through research, experimentation, and innovation.
4. (Communication skills) Ability to communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences (families); communication and interpersonal skills applicable to the teaching-learning process.
5. (Learning skills) Ability to learn through the management of complex professional activities and projects that require taking responsibility for decisions in unpredictable work contexts. Ability to explore the perspectives of educational and methodological research, with a specific focus on pedagogy and special education, supporting one's learning through professional development.
Course Prerequisites
The student must have developed the ability to formulate hypotheses and have developed a critical and reflective approach
Teaching Methods
The course will take place in Two phases: 1. Lectures; 2. Simulation and deepening knowledge;
Various types of teaching methods can be activated within the course:- lecture;- reading and commenting materials;- case studies (related to the preschool school);- peer activities;- viewing of short films;- formative and self-assessment practices.
Assessment Methods
The aim of assessment is to verify the competencies acquired, in alignment with the learning objectives of the course. Formative Assessment For attending students, learning progress is assessed through ongoing interaction during lectures and practical sessions. Students are actively involved in class discussions, in-class activities, oral and written exercises, and problem-solving tasks. This form of assessment takes into account the consistency, level of engagement, and the quality of contributions made throughout the course. Summative Assessment: All students take a final written examination lasting 30 minutes, which may consist of an open-ended question, fifteen multiple-choice questions with three answer options, or a mixed format combining open-ended and multiple-choice questions. The aim of the exam is to assess content mastery, critical thinking and re-elaboration skills, appropriate use of disciplinary language, and the ability to apply knowledge in practical contexts. For attending students, the final grade will be calculated as the arithmetic mean of the score obtained through formative assessment and the result of the written examination. Students have the right to withdraw before submitting the exam, should they consider their performance unsatisfactory, with no impact on their academic record.
Grades will be expressed in thirtieths and will range from 18/30 to 30/30 with honors, depending on the level of proficiency demonstrated.
An exam that demonstrates in-depth, comprehensive, and timely knowledge of the course content, mastery of scientific language, and the practical application of knowledge will be considered excellent (30-30 with honors).
An exam that demonstrates excellent knowledge of the course content, mastery of scientific language, and the practical application of knowledge will be considered excellent (28-29).
An exam that demonstrates good knowledge of the course content, mastery of scientific language, and the practical application of knowledge will be considered good (25-27).
An exam that demonstrates acceptable knowledge of the course content, mastery of scientific language, and the practical application of knowledge will be considered fair (22-24).
An exam that demonstrates superficial knowledge of the course content, mastery of scientific language, and the practical application of knowledge will be considered sufficient (18-21).
A test demonstrating difficulty navigating the course content, gaps in training, inappropriate use of scientific language, or predominantly rote knowledge will be considered insufficient.
Texts
Curatola A, (2022) Mente corpo e apprendimento, Roma: Anicia;
Pasqualotto, L., & Lascioli, A. (2025). Progetto di vita e disabilità. Guida per genitori, insegnanti e operatori. Roma: Carrocci Editore
The course provides an in-depth study of the main legislative and policy framework governing processes of inclusion, integration, and educational personalization within the school system and broader life contexts. In particular, the following study and reference materials are proposed:
Legge 5 febbraio 1992, n. 104
Legge 21 maggio 1998, n. 162
Legge 12 marzo 1999, n. 68,
Legge 8 novembre 2000, n. 328,
Convenzione delle Nazioni Unite sui diritti delle persone con disabilità (2006),
Linee guida per l’integrazione scolastica degli alunni con disabilità (2009),
Linee guida per il diritto allo studio degli alunni e degli studenti con disturbi specifici di apprendimento (DSA)(2011),
Direttiva Ministeriale del 27 dicembre 2012 sui Bisogni Educativi Speciali (BES), with note and circolari
Linee guida per l’accoglienza e l’integrazione degli alunni stranieri (2014),
Legge 22 giugno 2016, n. 112
Decreto legislativo 13 aprile 2017, n. 66, e il Decreto legislativo 7 agosto 2019, n. 96,
Decreto Interministeriale 29 dicembre 2020, n. 182, -Decreto Interministeriale 24 luglio 2023, n. 153,
Decreto legislativo 3 maggio 2024, n. 62,
Contents
The course is divided into two segments. The first concerns the teaching methods used in italian school, to ensure the education and teaching exercise for disabled students, especially in contexts of inclusion / inclusive education. The second will focus on key techniques and / or methodologies, even educational, favoring the learning and training of students with learning disabilities.