• 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 know and to understand 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 know some 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 | materiale didattico


The Course aims to develop the necessary professional competences for high quality integration processes in the educational inclusive context of the day nursery. Through the elaboration of didactic planning skills (abilities?) in an inclusive environment, the course suggests games, performative arts and narration experiences as effective methods for the learning and participation of every girl and boy.
A part of the program is dedicated to the applications of the aforesaid in educational infancy environments.

Testi Adottati

• De Angelis B., L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti, Milano: F. Angeli, 2017.
• Chiappetta Cajola L., Didattica del gioco e integrazione. Progettare con l’ICF, Roma: Carocci, 2012.
• Teaching materials and pages that are required to be read, analyzed and studied, will be inserted into the online e-learning platform of the Department (http://formonline.uniroma3.it) and on Teams as well.

Modalità Erogazione

The course will use a blended learning approach, which combines online digital media with traditional classroom methods. The e-learning platform of the department is made available for this purpose (http://formonline.uniroma3.it).

Modalità Valutazione

The exam will be written, multiple choice, to let the student demonstrate the knowledge acquired during the course and/or through the study of the literature indicated in the exam program. As for the midterm exams, students will be asked to present/discuss an individual work.