Know and understand the theoretical foundations of inclusive education.
(Knowledge and understanding)
• Apply the acquired knowledge to address and solve problems related to school inclusion
• Understand and apply the developed skills in a situation.
(Knowledge and understanding skills applied)
• Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources.
(Autonomy of judgment)
• Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion.
(Communication skills)
• Develop the ability to learn additional teaching methods for inclusion, including through music therapy
(Ability to learn)
teacher profile teaching materials
Through the development of the teaching design skills of an inclusive environment in which diversity is a driving force for the improvement and progress of the school, the course proposes, on the one hand, music therapy as an example of an effective way to promote participation in school life and On the other hand, the course will highlight the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion.
• L. Chiappetta Cajola, M. Traversetti (2017), Metodo di studio e DSA. Strategie didattiche inclusive, Carocci, Roma
Programme
The course aims to develop the professional skills necessary to carry out quality integration processes in the various life contexts (family, school, leisure time, work) in an inclusive dimension.Through the development of the teaching design skills of an inclusive environment in which diversity is a driving force for the improvement and progress of the school, the course proposes, on the one hand, music therapy as an example of an effective way to promote participation in school life and On the other hand, the course will highlight the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion.
Core Documentation
• L. Chiappetta Cajola, A. L. Rizzo (2016), Didattica inclusiva e musicoterapia. Proposte operative in ottica ICF-CY ed EBE, FrancoAngeli, Milano.• L. Chiappetta Cajola, M. Traversetti (2017), Metodo di studio e DSA. Strategie didattiche inclusive, Carocci, Roma
Reference Bibliography
Mitchell, D. (2007). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Chiappetta Cajola, L., & Rizzo, A. L. (2016). Musica e inclusione scolastica. Teorie e strumenti didattici. Roma: Carocci. A. Esposito & L. (2012). Chiappetta Cajola (a cura di). I disturbi specifici di apprendimento. Aspetti giuridici, clinici, psicologici e didattico-metodologici, Anicia, Roma.Type of delivery of the course
The traditional modality consists of: - lectures using slides; - laboratory exercises. Lectures are conducted in an interactive way and involve dialogue with students, enhancing their experiences and points of view. The workshop exercises involve students in the application of inclusive teaching methods explained, at a theoretical level, during the lessons. The remote modality consists of: - online activities; - interaction in the forum, - study materials. The online activities involve making available to the students of recorded lessons that the students must listen to and with respect to which it is proposed to elaborate a work of personal reflection; The interaction in the forum is stimulated in relation to the contents and the sharing of different points of view. the study materials are proposed in the form of slides. For students with specific learning disabilities the slides are offered in an open dyslexic format. For blind students the slides are read and presented as audio files. Attendance at lectures is optional. The carrying out of the proposed activities at a distance is mandatory.Type of evaluation
The exam takes place with an oral interview. The exam includes a series of questions related to each of the books in the study program and includes the presentation / discussion of the work online by the student. The duration of the interview is on average 20 minutes. In the presence of female students / students with disabilities or specific learning disabilities (Dsa), individual needs are taken into account as well as the provisions of current legislation. Reservations must be made by connecting to the site http://prenota.uniroma3.it. Students and students are reminded to make the online booking correctly in order to take the exam. To take the exam, students (attending and non-attending) follow the same program. teacher profile teaching materials
To this end, the course is organized in a blended mode for a total of 36 hours, of which 20 are lectures and 16 on-line activities.
Specifically, during the lectures hours the theoretical-applicative principles underlying pedagogy and special teaching will be proposed with reference to the processes of education and learning in the inclusive dimension.
Starting from a reflection on the aims of the discipline, we will analyze some of the most well-known and significant models of organization of inclusive teaching in the contexts of formal education, with particular attention to models of individualization and personalization of teaching also in relation to the recent contribution provided from evidence-based-education and the contribution of information and communication technologies.
In particular, in the first part of the teaching in presence the theoretical-applicative principles underlying pedagogy and special teaching will be taken into consideration, in the second part we will deepen the methods of inclusive organization of teaching.
During online activities, through exercises and case studies related to the design of an inclusive activity, also through technologies, the course will develop from an operational point of view the interdependence between the pedagogical dimension of inclusion and its organizational and didactic dimension.
Chiappetta Cajola, L., (2019). Il PEI con l’ICF: ruolo e influenza dei fattori ambientali. Processi, strumenti e strategie per la didattica inclusiva.
Roma: Anicia.
Programme
In the perspective of scholastic inclusion, as promoted by international organizations and Italian legislation, the course will deal with the organization of special education as a fundamental variable to guarantee the quality of processes and equity in the various contexts of life (family, school, free time, work).To this end, the course is organized in a blended mode for a total of 36 hours, of which 20 are lectures and 16 on-line activities.
Specifically, during the lectures hours the theoretical-applicative principles underlying pedagogy and special teaching will be proposed with reference to the processes of education and learning in the inclusive dimension.
Starting from a reflection on the aims of the discipline, we will analyze some of the most well-known and significant models of organization of inclusive teaching in the contexts of formal education, with particular attention to models of individualization and personalization of teaching also in relation to the recent contribution provided from evidence-based-education and the contribution of information and communication technologies.
In particular, in the first part of the teaching in presence the theoretical-applicative principles underlying pedagogy and special teaching will be taken into consideration, in the second part we will deepen the methods of inclusive organization of teaching.
During online activities, through exercises and case studies related to the design of an inclusive activity, also through technologies, the course will develop from an operational point of view the interdependence between the pedagogical dimension of inclusion and its organizational and didactic dimension.
Core Documentation
Calvani A. (2018). Come fare una lezione inclusiva. Roma: Carocci.Chiappetta Cajola, L., (2019). Il PEI con l’ICF: ruolo e influenza dei fattori ambientali. Processi, strumenti e strategie per la didattica inclusiva.
Roma: Anicia.
Reference Bibliography
Canevaro A. (1999) Pedagogia speciale. La riduzione dell'handicap. Milano: Bruno Mondadori. Chiappetta Cajola L., Rizzo A. L. (2016), Musica e inclusione. Roma: Carocci. Cottini L. (2018). Didattica speciale e inclusione scolastica. Roma: Carocci. Hattie J. (2016). Apprendimento visibile, insegnamento efficace. Metodi e strategie di successo della ricercaevidence-based. Trento: Erickson. Mitchell D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.Type of delivery of the course
The course is organized in a blended mode for a total of 36 hours, of which 20 are lectures (traditional learning) and 16 on-line (distance learning). The traditional learning consists of: - lectures using slides; - laboratory exercises. Lectures are conducted in an interactive way and involve dialogue with students, enhancing their experiences and points of view. The workshop exercises involve students in the application of inclusive teaching methods explained, at a theoretical level, during the lessons. The remote learning consists of: - online activities; - interaction in the forum, - study materials. The online activities involve making available to the students of recorded lessons that the students must listen to and with respect to which it is proposed to elaborate a personal work ; The interaction in the forum is stimulated in relation to the contents and the sharing of different points of view. the study materials are proposed in the form of slides. For students with specific learning disabilities the slides are offered in an open dyslexic format. For blind students the slides are read and presented as audio files.Attendance
Attendance at lectures is optional. The carrying out of elearning activities is mandatory.Type of evaluation
The exam takes place with an oral interview. The exam includes a series of questions related to each of the books in the study program and includes the presentation / discussion of the work online by the student. The duration of the interview is on average 20 minutes. The evaluation will take into account the relevance and completeness of the contents presented by the candidate and also of the linguistic correctness of the speech. In the presence of students with disabilities or specific learning disabilities (Dsa), the individual needs are taken into account within the provisions of current legislation. Reservations must be made by connecting to the site http://prenota.uniroma3.it. Students are reminded to make the online booking correctly in order to take the exam. To take the exam, students (attending and non-attending) follow the same program.