At the end of this module students will be able to achieve the following learning objectives
In terms of knowledge and understanding
- knowledge and understanding of the contribution of Special Pedagogy to Educational Research
- knowledge and understanding of the current state of the school and training system with regard to inclusive processes
- knowledge and understanding of the theoretical models of inclusion
- Knowledge and understanding of the dimensions and implications of inclusive processes in society especially on the processes of self-determination and independence of people with disabilities
In terms of the application of knowledge and understanding
- ability to connect the different planes - historical, epistemological, normative, scientific, socio-cultural - on which the evolution of Special Pedagogy unfolds;
- ability to identify strengths and critical points of the different theoretical models of inclusion;
- ability to transpose the results of the processes of self-determination and independence on the level of the educator's and educator's professionalism in the different contexts of action of people with disabilities.
In terms of Making judgement
- Ability to produce a personal and original critical analysis of the topics covered, placing it in the current socio-cultural context and with reference to the profession of educator.
In terms of communication skills
- being able to discuss - also in a virtual environment (forum) the topics dealt with supporting one's own positions with facts, personal experiences, significant considerations;
- be able to carry out analysis and synthesis of the topics dealt with, both through personal expositions and online work
- be able to argue in an original way their personal elaboration of the topics dealt with.
In terms of learning skills:
- demonstrate openness and interest in the topics covered
- be willing to investigate the repercussions that the issues under analysis may have on one's personal repertoire of knowledge, expectations, values and beliefs;
- demonstrate involvement and active participation in collective reflection and analysis;
- demonstrate a degree of ability to transfer the issues addressed to professional reality.
In terms of knowledge and understanding
- knowledge and understanding of the contribution of Special Pedagogy to Educational Research
- knowledge and understanding of the current state of the school and training system with regard to inclusive processes
- knowledge and understanding of the theoretical models of inclusion
- Knowledge and understanding of the dimensions and implications of inclusive processes in society especially on the processes of self-determination and independence of people with disabilities
In terms of the application of knowledge and understanding
- ability to connect the different planes - historical, epistemological, normative, scientific, socio-cultural - on which the evolution of Special Pedagogy unfolds;
- ability to identify strengths and critical points of the different theoretical models of inclusion;
- ability to transpose the results of the processes of self-determination and independence on the level of the educator's and educator's professionalism in the different contexts of action of people with disabilities.
In terms of Making judgement
- Ability to produce a personal and original critical analysis of the topics covered, placing it in the current socio-cultural context and with reference to the profession of educator.
In terms of communication skills
- being able to discuss - also in a virtual environment (forum) the topics dealt with supporting one's own positions with facts, personal experiences, significant considerations;
- be able to carry out analysis and synthesis of the topics dealt with, both through personal expositions and online work
- be able to argue in an original way their personal elaboration of the topics dealt with.
In terms of learning skills:
- demonstrate openness and interest in the topics covered
- be willing to investigate the repercussions that the issues under analysis may have on one's personal repertoire of knowledge, expectations, values and beliefs;
- demonstrate involvement and active participation in collective reflection and analysis;
- demonstrate a degree of ability to transfer the issues addressed to professional reality.
teacher profile teaching materials
Within this inclusive framework, a re-examination – including a historical one – is undertaken of the teaching and learning processes that have particularly involved people with disabilities. Specific attention is given to the media portrayal of minorities, with a view to identifying and preventing rhetoric and stereotypes that foster segregation, marginalisation and educational and social exclusion.
Programme
The course aims to promote knowledge and skills necessary for designing, planning and managing inclusive learning environments (formal, non-formal and informal) that reflect a society capable of responding coherently to cultural and environmental complexity.Within this inclusive framework, a re-examination – including a historical one – is undertaken of the teaching and learning processes that have particularly involved people with disabilities. Specific attention is given to the media portrayal of minorities, with a view to identifying and preventing rhetoric and stereotypes that foster segregation, marginalisation and educational and social exclusion.
Core Documentation
Bocci F. (2021). Pedagogia speciale come pedagogia inclusiva. Itinerari istituenti di un modo di essere della scienza dell'educazione. Milano: Guerini Scientifica.Reference Bibliography
We also recommend reading Bocci F. (2011). Una mirabile avventura. Storia dell'educazione dei disabili da Jean Itard a Giovanni Bollea. Firenze: Le LettereType of evaluation
The assessment consists of a closed-ended written exam, which takes place on the University’s Piazza Telematica.