Know and understand the theoretical foundations of inclusive education.
(Knowledge and understanding)
• Apply the acquired knowledge to address and solve problems related to school inclusion
• Understand and apply the developed skills in a situation.
(Knowledge and understanding skills applied)
• Knowing how to express own point of view about school inclusion and the about effectiveness of music therapy experiences at school based on data, experiences and scientific sources.
(Autonomy of judgment)
• Being able to interact, within an integrated system, with various interlocutors (teachers, family, specialists, etc.) for the comparison and search for solutions in the field of school inclusion.
(Communication skills)
• Develop the ability to learn additional teaching methods for inclusion, including through music therapy
(Ability to learn)
teacher profile teaching materials
Through the development of the teaching design skills of an inclusive environment in which diversity is a driving force for the improvement and progress of the school, the course proposes, on the one hand, music therapy as an example of an effective way to promote participation in school life and On the other hand, the course will highlight the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion.
• L. Chiappetta Cajola, M. Traversetti (2017), Metodo di studio e DSA. Strategie didattiche inclusive, Carocci, Roma
Programme
The course aims to develop the professional skills necessary to carry out quality integration processes in the various life contexts (family, school, leisure time, work) in an inclusive dimension.Through the development of the teaching design skills of an inclusive environment in which diversity is a driving force for the improvement and progress of the school, the course proposes, on the one hand, music therapy as an example of an effective way to promote participation in school life and On the other hand, the course will highlight the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion.
Core Documentation
• L. Chiappetta Cajola, A. L. Rizzo (2016), Didattica inclusiva e musicoterapia. Proposte operative in ottica ICF-CY ed EBE, FrancoAngeli, Milano.• L. Chiappetta Cajola, M. Traversetti (2017), Metodo di studio e DSA. Strategie didattiche inclusive, Carocci, Roma
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. teacher profile teaching materials
6 crediti formativi
The course proposes studies and knowledge on the essential issues of special pedagogy: ideas, languages, experiences to build educational and care projects where empathy is founding.
Particular emphasis will have the following themes:
- Specific Learning disabilities, with particular reference to adult Dyslexics.
- Autism Spectrum Disorders.
- Alzheimer's and Family Support Relationships.
The theories of E. Berne, of C. Rogers and the revisitation of these by R. Zavalloni and F.
Montuschi are the foundation of the Course.
Students ' training groups in collaboration with the Centre for Clinical and training (ccf) will
contribute significantly; They also will contribute associations of parents of children with disabilities
and the Association Alzheimer United Onlus.
Course Objectives
✓ knowledge of the fundamentals of special pedagogy and its contribution to the development
of a culture of Inclusion.
✓ Identify requests for help and strengths in life experiences to build appropriate Interventions.
✓ to detect modalities of relationship and care in scientific texts, in filmography, in Narratives.
Course Organisation and methodology
• Lessons in attendance
• Meetings with experts and privileged witnesses
• Case studies
• Pedagogic analysis of narrative texts and films
• Group and individual Work.
Evaluation
• Formative evaluation: test of verification during the course aimed at self-assessment and
critical reflection on the topics of the course.
• Final evaluation – Oral exam
Raffaello Cortina, 2018.
- Temple Grandin, Visti da vicino. Il mio pensiero su autismo e sindrome di Asperger, Erickson, 2014.
- S. Vicari, D. Menghini, La dislessia come riconoscerla e trattarla, Raffaello Cortina, 2018.
A text of your choice from the following
B. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.
- B. Grasselli, M.M. Nera, C. Lucarelli, Potenziamento «abilitante» nei disturbi specifici di
apprendimento. Monitoraggio e arricchimento del linguaggio e del desiderio della lettura,
Armando, Roma, 2015.
- B. Grasselli, M.M. Nera, Pensare la scuola. Le voci e gli affetti di alunni, insegnanti, genitori, Armando, in corso di stampa.
- L. Bartorelli, Le buone pratiche per l’Alzheimer. Strategie assistenziali per operatori coraggiosi, Carocci, Roma, 2016.
- U.Bivona, A.Costa, Empatia danno neurologico,ricostruzione del se, Editore Armando, 2017.
- F. Malgaroli, Passo, ed. Robin, Torino, 2017.
Programme
II semestre– 36 ore6 crediti formativi
The course proposes studies and knowledge on the essential issues of special pedagogy: ideas, languages, experiences to build educational and care projects where empathy is founding.
Particular emphasis will have the following themes:
- Specific Learning disabilities, with particular reference to adult Dyslexics.
- Autism Spectrum Disorders.
- Alzheimer's and Family Support Relationships.
The theories of E. Berne, of C. Rogers and the revisitation of these by R. Zavalloni and F.
Montuschi are the foundation of the Course.
Students ' training groups in collaboration with the Centre for Clinical and training (ccf) will
contribute significantly; They also will contribute associations of parents of children with disabilities
and the Association Alzheimer United Onlus.
Course Objectives
✓ knowledge of the fundamentals of special pedagogy and its contribution to the development
of a culture of Inclusion.
✓ Identify requests for help and strengths in life experiences to build appropriate Interventions.
✓ to detect modalities of relationship and care in scientific texts, in filmography, in Narratives.
Course Organisation and methodology
• Lessons in attendance
• Meetings with experts and privileged witnesses
• Case studies
• Pedagogic analysis of narrative texts and films
• Group and individual Work.
Evaluation
• Formative evaluation: test of verification during the course aimed at self-assessment and
critical reflection on the topics of the course.
• Final evaluation – Oral exam
Core Documentation
Laura Boella, Empatie. L’esperienza empatica nella società del conflitto,Raffaello Cortina, 2018.
- Temple Grandin, Visti da vicino. Il mio pensiero su autismo e sindrome di Asperger, Erickson, 2014.
- S. Vicari, D. Menghini, La dislessia come riconoscerla e trattarla, Raffaello Cortina, 2018.
A text of your choice from the following
B. Grasselli, La famiglia con figlio disabile, Armando, Roma, 2010.
- B. Grasselli, M.M. Nera, C. Lucarelli, Potenziamento «abilitante» nei disturbi specifici di
apprendimento. Monitoraggio e arricchimento del linguaggio e del desiderio della lettura,
Armando, Roma, 2015.
- B. Grasselli, M.M. Nera, Pensare la scuola. Le voci e gli affetti di alunni, insegnanti, genitori, Armando, in corso di stampa.
- L. Bartorelli, Le buone pratiche per l’Alzheimer. Strategie assistenziali per operatori coraggiosi, Carocci, Roma, 2016.
- U.Bivona, A.Costa, Empatia danno neurologico,ricostruzione del se, Editore Armando, 2017.
- F. Malgaroli, Passo, ed. Robin, Torino, 2017.
Type of delivery of the course
traditionalType of evaluation
Exam and evaluation Formative evaluation: verification test in progress aimed to self-orientation and critical reflection on course topics. Final evaluation: oral interview.