To know the fundamental issues of special teaching to promote social inclusion (particulary of children with special educational needs), and to develop an effective prevention to exclusion and discrimination
• To understand the relevance of playing for the development of identity, autonomy, creativity and curiosity
• To develop educational skills and animation skills aimed to enhance the individual’s potential and both personal well-being and social well-being in an inclusive context
- Knowledge and understanding
• To knowand tounderstand the epistemological and methodological field of special education.
• to know the theories about play and animation with particular reference to the full inclusion of diversity in the daily care and in educational services for children.
• To knowsome ways of educational intervention based on the game, and based on the use of verbal and non-verbal languages, especially musical languages.
• To know models, tools and techniques for systematic observation in special education, play and animation.
- Applying knowledge and understanding
• To apply knowledge to build inclusive contexts for all children, paying attention to affective-relational and cognitive aspects
• To design, to evaluate and to document educational interventions paying attention to the continuous improvement of inclusive processes
• To apply play techniques consistent with specific situations and special educational needs.
- Making judgements
• To develop awareness about ethical and formative responsibility related to the exercise of the educational function and related to the consequent duties towards children, families, work institution, and territory
• To acquire skills to evaluate educational actions on the basis of appropriate documentation and for the assumption of adequate educational decisions
- Communication skills
• To develop awareness about the expressive use of verbal and non-verbal languages, during the educational activities of children, having a good relationship with families, with other educators and with operators of the integrated service system.
- Learning skills
• To develop skills, attitudes and expertise in the field of the daily care service, of the local, national and international territory in order to respond adequately to the multiple and different needs of children, in a dynamic perspective of training
• To be able to observe the work contexts and to be able to judge critically the work contexts’ dynamics.
• To understand the relevance of playing for the development of identity, autonomy, creativity and curiosity
• To develop educational skills and animation skills aimed to enhance the individual’s potential and both personal well-being and social well-being in an inclusive context
- Knowledge and understanding
• To knowand tounderstand the epistemological and methodological field of special education.
• to know the theories about play and animation with particular reference to the full inclusion of diversity in the daily care and in educational services for children.
• To knowsome ways of educational intervention based on the game, and based on the use of verbal and non-verbal languages, especially musical languages.
• To know models, tools and techniques for systematic observation in special education, play and animation.
- Applying knowledge and understanding
• To apply knowledge to build inclusive contexts for all children, paying attention to affective-relational and cognitive aspects
• To design, to evaluate and to document educational interventions paying attention to the continuous improvement of inclusive processes
• To apply play techniques consistent with specific situations and special educational needs.
- Making judgements
• To develop awareness about ethical and formative responsibility related to the exercise of the educational function and related to the consequent duties towards children, families, work institution, and territory
• To acquire skills to evaluate educational actions on the basis of appropriate documentation and for the assumption of adequate educational decisions
- Communication skills
• To develop awareness about the expressive use of verbal and non-verbal languages, during the educational activities of children, having a good relationship with families, with other educators and with operators of the integrated service system.
- Learning skills
• To develop skills, attitudes and expertise in the field of the daily care service, of the local, national and international territory in order to respond adequately to the multiple and different needs of children, in a dynamic perspective of training
• To be able to observe the work contexts and to be able to judge critically the work contexts’ dynamics.
teacher profile teaching materials
Through the development of the teaching design skills of an inclusive environment, the course proposes play and music as effective modalities for the learning and participation of all children.
- L. Chiappetta Cajola, A. L. Rizzo, Musica e inclusione. Teorie e strategie didattiche, Carocci, Roma, 2016.
- S. Azzolin, E. Restiglian, Giocare con i suoni. Esperienze e scoperte nella prima infanzia, Carocci, Roma, 2013
Programme
The course aims to develop the professional skills necessary to implement integration in the educational context of the nursery school, in an inclusive dimension.Through the development of the teaching design skills of an inclusive environment, the course proposes play and music as effective modalities for the learning and participation of all children.
Core Documentation
- L. Chiappetta Cajola, Didattica del gioco e integrazione. Progettare con l’ICF, Carocci, Roma, 2012.- L. Chiappetta Cajola, A. L. Rizzo, Musica e inclusione. Teorie e strategie didattiche, Carocci, Roma, 2016.
- S. Azzolin, E. Restiglian, Giocare con i suoni. Esperienze e scoperte nella prima infanzia, Carocci, Roma, 2013
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.