The course aims at the building up of methodological-didactic competences to be used in school contexts for the inclusion/integration of students with special educational needs
The student must have developed the ability to formulate hypotheses and have developed a critical and reflective approach
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;- peer activities;- viewing of short films;- formative
and self-assessment practices.
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.
CdS L 22
Curatola, A. (2021). Mente Corpo e Apprendimento. Attività didattiche per un curriculum inclusivo (pp. 5-288). Roma: Anicia.
CdS L19
1) Curatola, A. (2021). Mente Corpo e Apprendimento. Attività didattiche per un curriculum inclusivo (pp. 5-288). Roma: Anicia.
2) 2) SIPES (2024), L’inclusione non si ferma. Cammina sempre (chapters 9; 11; 12; 13; 14; 15; 16; 17; 18; 19; 20; 21; 22; 23). Trento: Erickson (Ebook Open Access https://static.erickson.it/utils/ebook-open-access/EBOOK_L-inclusione-non-si-ferma-Cammina-sempre_590-4136-8.pdf)
During the course, the following topics will be addressed: special education and tools for inclusive education in early childhood education settings; the main differences between the concepts of integration and inclusion, with reference to the current regulatory framework; the theme of inclusion in national and international policy and reference documents; international classification systems, from the ICDH to the ICF, with particular attention to the possible educational uses of the ICF-CY; the characteristics of Special Educational Needs; operational models for an inclusive school; and the characteristics and principles of inclusive pedagogy.
These core areas will be complemented by an in-depth focus on the relationship between mind, body, and learning, with particular attention to children’s holistic development, the embodied dimension of educational experience, the role of the body as a mediator of knowledge, relationships, and emotions, and the value of educational contexts that integrate cognitive, emotional, motor, and sensory dimensions within teaching and learning processes, from an inclusive and well-being-oriented perspective.
