- Know the fundamentals of pedagogy and didactics to promote inclusion and develop effective interventions to prevent exclusion and discrimination.
- Understand the importance of the design and management of inclusive learning environments to promote the process of development of identity, autonomy, creativity and curiosity
- Develop educational and teaching skills aimed at the enhancement of individual potential and personal and social well-being in an inclusive context.
Expected learning outcomes consistent with the "Dublin descriptors" indicated in the frameworks of the SUA form (FRAMEWORKS A.4.b.1 - A4.c).
Through the study of the course, the student will be able to achieve the following learning objectives:
In terms of knowledge and understanding skills
- Know and understand the epistemological and methodological field of inclusive pedagogy and didactics.
- To know methods of educational intervention centered on the use of both verbal and non-verbal languages.
In terms of ability to apply knowledge and understanding
- Apply acquired knowledge to build inclusive contexts for all with attention to affective-relational and cognitive aspects
- Design, evaluate and document educational interventions with a view to continuous improvement of inclusive processes
- Apply techniques consistent with specific situations.
In terms of autonomy of judgment
- Develop awareness of the ethical and educational responsibility related to the exercise of the educational function and the consequent duties towards children, families, the institution where they work and the territory.
- Acquire the ability to evaluate situations and educational actions on the basis of appropriate documentation in order to make appropriate educational decisions.
In terms of communication skills
- Develop awareness of the expressive use of verbal and non-verbal languages, in the activities of education and socialization of children, in relationships with families, with other educators and with the operators of the integrated system of services.
In terms of learning skills
- To develop skills, attitudes and expertise in order to respond appropriately to the multiple and diverse needs of children, in a dynamic training perspective.
- To be able to observe the contexts in which they operate and to be able to reflect critically on the dynamics that characterize them.
- Understand the importance of the design and management of inclusive learning environments to promote the process of development of identity, autonomy, creativity and curiosity
- Develop educational and teaching skills aimed at the enhancement of individual potential and personal and social well-being in an inclusive context.
Expected learning outcomes consistent with the "Dublin descriptors" indicated in the frameworks of the SUA form (FRAMEWORKS A.4.b.1 - A4.c).
Through the study of the course, the student will be able to achieve the following learning objectives:
In terms of knowledge and understanding skills
- Know and understand the epistemological and methodological field of inclusive pedagogy and didactics.
- To know methods of educational intervention centered on the use of both verbal and non-verbal languages.
In terms of ability to apply knowledge and understanding
- Apply acquired knowledge to build inclusive contexts for all with attention to affective-relational and cognitive aspects
- Design, evaluate and document educational interventions with a view to continuous improvement of inclusive processes
- Apply techniques consistent with specific situations.
In terms of autonomy of judgment
- Develop awareness of the ethical and educational responsibility related to the exercise of the educational function and the consequent duties towards children, families, the institution where they work and the territory.
- Acquire the ability to evaluate situations and educational actions on the basis of appropriate documentation in order to make appropriate educational decisions.
In terms of communication skills
- Develop awareness of the expressive use of verbal and non-verbal languages, in the activities of education and socialization of children, in relationships with families, with other educators and with the operators of the integrated system of services.
In terms of learning skills
- To develop skills, attitudes and expertise in order to respond appropriately to the multiple and diverse needs of children, in a dynamic training perspective.
- To be able to observe the contexts in which they operate and to be able to reflect critically on the dynamics that characterize them.
Canali
teacher profile teaching materials
• Cesaro, A. (2015). Asilo nido e integrazione del bambino con disabilità. Roma: Carocci
• De Rossi, M., Restiglian, E. (2013). Narrazione e documentazione educativa. Percorsi per la prima infanzia. Tascabili Faber.
• Teaching materials and pages that are required to be studied and analyzed, will be inserted into the online e-learning platform of the Department (http://formonline.uniroma3.it).
Programme
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 in an inclusive environment, the course presents expressiveness, narrative practices, outdoor education, the Atelier method, and communities of practice as effective means for the education and participation of all the children.Core Documentation
• De Angelis, B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: F. Angeli.• Cesaro, A. (2015). Asilo nido e integrazione del bambino con disabilità. Roma: Carocci
• De Rossi, M., Restiglian, E. (2013). Narrazione e documentazione educativa. Percorsi per la prima infanzia. Tascabili Faber.
• Teaching materials and pages that are required to be studied and analyzed, will be inserted into the online e-learning platform of the Department (http://formonline.uniroma3.it).
Reference Bibliography
Any other in-depth readings on specific study topics will be provided during the lectures.Type of delivery of the course
The course will be held both remotely and in-person. This second modality involves lectures with slide presentations, seminars, meetings with professionals, and trainings. The first modality, on the other hand, includes online laboratory activities, study materials, and group sessions which will engage students with a work of personal and collective reflection upon the contents and methods of inclusive education, already offered on a theorical level during the lectures. Class attendance is optional.Attendance
not compulsoryType of evaluation
The final evaluation is mandatory for all the students. The test is written (multiple choice questions) and it will assess the knowledge acquired during the course activities and/or from the literature indicated in the syllabus. Students are reminded to carry out the online reservation correctly in order to take the exam. teacher profile teaching materials
Basic Course (6 ECTS)
The course aims to develop the professional skills required to make the context of the integrated 0-6 system inclusive. Through the development of teaching design skills for an inclusive environment, the course proposes play, performing arts and narrative practices as effective ways for all children to learn and participate.
Workshop (3 ECTS):
The Workshop aims to explore the specific contents of special pedagogy within the educational context dedicated to early childhood.
During the workshop, students will experience moments of shared reflection and debate (also thanks to the presence of scholars/experts in early childhood issues). In addition, students will work in groups, producing written and/or multimedia works that will give an account of the in-depth study they have carried out and that will be able to guide them in their future profession.
- CESARO A. (2015). Asilo nido e integrazione del bambino con disabilità. Roma: Carocci;
- DE ANGELIS B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: FrancoAngeli;
- One of the following to be chosen by the student:
BIANQUIN N. e BULGARELLI D. (2022). Nido d'infanzia e progettazione educativa individualizzata. Progettare l''inclusione attraverso il PEI su base ICF. Trento: Erickson;
BRAGA P. e MORGANDI T. (2021). Giocare al nido e nella scuola dell’infanzia. Roma: Carocci.
Workshop (3 ECTS):
- BUCCOLO M. (2021). Ri-pensare agli spazi educativi e di gioco in natura: l’outdoor education nei servizi per l’infanzia 0/6 anni. QTimes, XIII, 2, 281-291;
- GUERINI I., MONTANARI M., RUZZANTE G., TRAVAGLINI A. (2022). I cortometraggi animati quali mediatori educativi per l’inclusione: alcune riflessioni critiche. Italian Journal of Special Education for Inclusion, X, 1, 73‐85;
- Ulteriori testi verranno messi a disposizione dalla docente.
Programme
The course is divided into a Basic Course and a Workshop.Basic Course (6 ECTS)
The course aims to develop the professional skills required to make the context of the integrated 0-6 system inclusive. Through the development of teaching design skills for an inclusive environment, the course proposes play, performing arts and narrative practices as effective ways for all children to learn and participate.
Workshop (3 ECTS):
The Workshop aims to explore the specific contents of special pedagogy within the educational context dedicated to early childhood.
During the workshop, students will experience moments of shared reflection and debate (also thanks to the presence of scholars/experts in early childhood issues). In addition, students will work in groups, producing written and/or multimedia works that will give an account of the in-depth study they have carried out and that will be able to guide them in their future profession.
Core Documentation
Basic Course (6 ECTS):- CESARO A. (2015). Asilo nido e integrazione del bambino con disabilità. Roma: Carocci;
- DE ANGELIS B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: FrancoAngeli;
- One of the following to be chosen by the student:
BIANQUIN N. e BULGARELLI D. (2022). Nido d'infanzia e progettazione educativa individualizzata. Progettare l''inclusione attraverso il PEI su base ICF. Trento: Erickson;
BRAGA P. e MORGANDI T. (2021). Giocare al nido e nella scuola dell’infanzia. Roma: Carocci.
Workshop (3 ECTS):
- BUCCOLO M. (2021). Ri-pensare agli spazi educativi e di gioco in natura: l’outdoor education nei servizi per l’infanzia 0/6 anni. QTimes, XIII, 2, 281-291;
- GUERINI I., MONTANARI M., RUZZANTE G., TRAVAGLINI A. (2022). I cortometraggi animati quali mediatori educativi per l’inclusione: alcune riflessioni critiche. Italian Journal of Special Education for Inclusion, X, 1, 73‐85;
- Ulteriori testi verranno messi a disposizione dalla docente.
Reference Bibliography
Basic Course (6 ECTS): - CESARO A. (2015). Asilo nido e integrazione del bambino con disabilità. Roma: Carocci; - DE ANGELIS B. (2017). L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti. Milano: FrancoAngeli; - One of the following to be chosen by the student: BIANQUIN N. e BULGARELLI D. (2022). Nido d'infanzia e progettazione educativa individualizzata. Progettare l''inclusione attraverso il PEI su base ICF. Trento: Erickson; BRAGA P. e MORGANDI T. (2021). Giocare al nido e nella scuola dell’infanzia. Roma: Carocci. Workshop (3 ECTS): - BUCCOLO M. (2021). Ri-pensare agli spazi educativi e di gioco in natura: l’outdoor education nei servizi per l’infanzia 0/6 anni. QTimes, XIII, 2, 281-291; - GUERINI I., MONTANARI M., RUZZANTE G., TRAVAGLINI A. (2022). I cortometraggi animati quali mediatori educativi per l’inclusione: alcune riflessioni critiche. Italian Journal of Special Education for Inclusion, X, 1, 73‐85; - Ulteriori testi verranno messi a disposizione dalla docente.Type of delivery of the course
Lectures are conducted in presence. The slides of the lessons will be constantly uploaded in order to be available to all students (attending and not attending).Attendance
Lectures are not mandatory.Type of evaluation
The exam consists of an oral interview that all students will have to take. The exam aims to verify the knowledge acquired by the student through the course activities and through the study of the texts indicated in the exam program. Students may participate on a voluntary basis in activities and exercises aimed at reducing the training program.