The course aims to acquire knowledge on the fundamentals of special education and skills in the design of educational actions that can promote the processes of school and social inclusion.
With the study of Special Didactics the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding
- to know the historical, epistemological and methodological-procedural foundations of special didactics;
- understand the role of the socio-affective and emotional dimension in the teaching-learning process.
In terms of the ability to apply knowledge and understanding:
- elaborate, manage and evaluate educational interventions and projects;
- Establish and manage an effective educational relationship with people and groups with special educational needs (BES).
In terms of autonomy of judgement:
- Identify pedagogical actions and devices that can support school and social inclusion processes;
- planning didactic actions aimed at combating early school leaving and overcoming marginalization and discomfort.
In terms of communication skills:
- contribute to group work;
- Simulate didactic actions.
In terms of learning capacity:
- analyse a problematic situation from different points of view;
- be able to access the relevant scientific literature.
With the study of Special Didactics the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding
- to know the historical, epistemological and methodological-procedural foundations of special didactics;
- understand the role of the socio-affective and emotional dimension in the teaching-learning process.
In terms of the ability to apply knowledge and understanding:
- elaborate, manage and evaluate educational interventions and projects;
- Establish and manage an effective educational relationship with people and groups with special educational needs (BES).
In terms of autonomy of judgement:
- Identify pedagogical actions and devices that can support school and social inclusion processes;
- planning didactic actions aimed at combating early school leaving and overcoming marginalization and discomfort.
In terms of communication skills:
- contribute to group work;
- Simulate didactic actions.
In terms of learning capacity:
- analyse a problematic situation from different points of view;
- be able to access the relevant scientific literature.
teacher profile teaching materials
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).
During the course students will prepare their own works, which will be evaluated by the lecturer.
• Bocci F., De Angelis B., et al., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016 (chpts. 1 pp.15-63 e pp.67-77; chpts. 5 pp.215-261; chpts. 7 pp.333-370; chpts. 10 pp.459-482).
• Bruner J., La fabbrica delle storie, Laterza, Bari, 2002.
• 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).
Programme
The course aims to encourage critical reflection aimed towards the professional practice of the teacher and, at the same time, to promote knowledge and methodological skills to address special educational needs (SEN). Accordingly, aspects of the relationship between cultural inclusion, socio-emotional and communicative skills will be explored, with particular attention to creative expressive methodological approaches (creative therapies) and narrative tools (autobiography and diaries) that are capable of supporting individual and group imaginative activities for inclusion through reflection and sharing.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).
During the course students will prepare their own works, which will be evaluated by the lecturer.
Core Documentation
• De Angelis B., L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti, F. Angeli, Milano, 2017.• Bocci F., De Angelis B., et al., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016 (chpts. 1 pp.15-63 e pp.67-77; chpts. 5 pp.215-261; chpts. 7 pp.333-370; chpts. 10 pp.459-482).
• Bruner J., La fabbrica delle storie, Laterza, Bari, 2002.
• 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).
Reference Bibliography
--• De Angelis B., L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti, F. Angeli, Milano, 2017. • Bocci F., De Angelis B., et al., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016 (chpts. 1 pp.15-63 e pp.67-77; chpts. 5 pp.215-261; chpts. 7 pp.333-370; chpts. 10 pp.459-482). • Bruner J., La fabbrica delle storie, Laterza, Bari, 2002. • 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).Type of delivery of the course
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).Attendance
-not compulsoryType of evaluation
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.