The course aims to promote and analyze the methodological and practical teaching skills to design, plan and manage inclusive learning environments that refer to a school able to respond coherently to the cultural and environmental complexity that characterizes the present society.
In this inclusive perspective it has made a re-reading of the teacher's role and teaching-learning processes in Infant School and in Primary School.
With the study of Inclusive Education the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the phenomena that characterize the current school and social reality about inclusive processes;
- knowledge and understanding of the current socio-political, cultural, and scientific debate regarding the transition from the Italian school system to the integration model to the inclusion model;
- knowledge and understanding of the didactic implications of the classroom presence of students who are characterized by high levels of difference.
In terms of applying knowledge and understanding:
- skills to apply real-class procedures and strategies to develop an inclusive environment;
- skills to bring about inclusive didactic forms focused on individualization and personalization processes for all students.
In terms of Making judgements
- Skills to initiate professional context analysis procedures aimed at breaking the barriers to participation and learning that all students may have.
In terms of Communication skills:
- be able to use narrative mediators to facilitate inclusive processes involved in classroom life and school life in general;
- be able to develop forms of networking in order to create a context of inclusive school community.
In terms of Learning skills:
- opening to innovations;
- availability to experimentation;
- ethical involvement in issues raised;
- creativity in our educational point of view.
In this inclusive perspective it has made a re-reading of the teacher's role and teaching-learning processes in Infant School and in Primary School.
With the study of Inclusive Education the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- knowledge and understanding of the phenomena that characterize the current school and social reality about inclusive processes;
- knowledge and understanding of the current socio-political, cultural, and scientific debate regarding the transition from the Italian school system to the integration model to the inclusion model;
- knowledge and understanding of the didactic implications of the classroom presence of students who are characterized by high levels of difference.
In terms of applying knowledge and understanding:
- skills to apply real-class procedures and strategies to develop an inclusive environment;
- skills to bring about inclusive didactic forms focused on individualization and personalization processes for all students.
In terms of Making judgements
- Skills to initiate professional context analysis procedures aimed at breaking the barriers to participation and learning that all students may have.
In terms of Communication skills:
- be able to use narrative mediators to facilitate inclusive processes involved in classroom life and school life in general;
- be able to develop forms of networking in order to create a context of inclusive school community.
In terms of Learning skills:
- opening to innovations;
- availability to experimentation;
- ethical involvement in issues raised;
- creativity in our educational point of view.
Canali
teacher profile teaching materials
In particular the aims and the purposes are:
- analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify methods and instructional strategies by integrating learning models and teaching schemes
- analyze the network of roles in the school community from the perspective of team teaching
- analyze the basic elements that characterize the educational planning and teaching strategies
- analyze characteristics and implications of the new role of the teacher in the light of the research on the multidimensional nature of intelligence
- analyze in depth the theory of multiple intelligences by howard gardner
- analyze the perspectives and possible areas of application of the multiple intelligences approach in the framework of instructional design
- analyze and test the flipped learning approach
- analyze and test the episodes of situated learning methodology
- identify and describe real teaching situations at school to be compared with the main models of lesson and management of digital and not digital learning environments
- analyze the impact of new digital media on the learning process and related instructional strategies
- explore new ways of communication and interaction introduced by social media and relate them to the complexity of the cognitive processes in the light of the evolution of learning theories.
Medeghini R., D'Alessio S., Marra A.D., Vadalà G., Valtellina E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
Zona U., Edusfera. Processi di apprendimento e strategie didattiche nell’era social (in pubblicazione);
Fregola C. Praticare l’inclusione a scuola. Intelligenza affettiva e strategie di comunicazione efficace (titolo provvisorio, in pubblicazione).
Bergman J. , Sams A. , Flip your classroom. La didattica capovolta, Giunti, Firenze 2016.
Programme
In this course are describe the main features of the systemic approach applied to teaching. the point of view concerns the inclusive processes which should characterize the school and the odient society.In particular the aims and the purposes are:
- analyze the concept of inclusion from the perspective of the different interpretative models that animate the current scientific debate
- identify methods and instructional strategies by integrating learning models and teaching schemes
- analyze the network of roles in the school community from the perspective of team teaching
- analyze the basic elements that characterize the educational planning and teaching strategies
- analyze characteristics and implications of the new role of the teacher in the light of the research on the multidimensional nature of intelligence
- analyze in depth the theory of multiple intelligences by howard gardner
- analyze the perspectives and possible areas of application of the multiple intelligences approach in the framework of instructional design
- analyze and test the flipped learning approach
- analyze and test the episodes of situated learning methodology
- identify and describe real teaching situations at school to be compared with the main models of lesson and management of digital and not digital learning environments
- analyze the impact of new digital media on the learning process and related instructional strategies
- explore new ways of communication and interaction introduced by social media and relate them to the complexity of the cognitive processes in the light of the evolution of learning theories.
Core Documentation
Bocci F., De Angelis B., Fregola C., Olmetti Peja D., Zona U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016.Medeghini R., D'Alessio S., Marra A.D., Vadalà G., Valtellina E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013.
Zona U., Edusfera. Processi di apprendimento e strategie didattiche nell’era social (in pubblicazione);
Fregola C. Praticare l’inclusione a scuola. Intelligenza affettiva e strategie di comunicazione efficace (titolo provvisorio, in pubblicazione).
Bergman J. , Sams A. , Flip your classroom. La didattica capovolta, Giunti, Firenze 2016.
Reference Bibliography
Bocci F., De Angelis B., Fregola C., Olmetti Peja D., Zona U., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016. Medeghini R., D'Alessio S., Marra A.D., Vadalà G., Valtellina E., Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza, Erickson, Trento, 2013. Zona U., Edusfera. Processi di apprendimento e strategie didattiche nell’era social (in pubblicazione); Fregola C. Praticare l’inclusione a scuola. Intelligenza affettiva e strategie di comunicazione efficace (titolo provvisorio, in pubblicazione). Bergman J. , Sams A. , Flip your classroom. La didattica capovolta, Giunti, Firenze 2016.Type of delivery of the course
The course, theoretical and practical, includes lectures, group discussions, team working, workshopsAttendance
Attendance at lessons is not mandatoryType of evaluation
The evaluation takes place by oral examination. Students can participate on a voluntary basis in activities and exercises aimed at reducing the educational load teacher profile teaching materials
Specifically, during class, the theoretical and applicative principles that are the basis of the most important learning theories and the most effective didactic models will be proposed, with reference to inclusive education.
The lessons in presence will be proposed both in interactive frontal mode, and through exercises in order to develop in an operational profile the interdependence existing between the pedagogical dimension of inclusion, the theoretical-applicative principles underlying the most important learning theories, and inclusive teaching.
Starting from a reflection about the aims of the discipline, we will analyze the most known and significant models of organization of inclusive education in the contexts of formal education with attention to the models of individualization and personalization of teaching also in relation to the recent contribution provided by evidence-based-education.
Chiappetta Cajola, L.,Traversetti, M. (2017). Metodo di studio e DSA. Strategie didattiche inclusive. Roma: Carocci.
Chiappetta Cajola, L., (2020). Come fare Sostegno a scuola. Teoria e pratica per la didattica inclusiva.
Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.
Miur (2012). Nuove indicazioni nazionali per il curricolo della scuola dell'infanzia e del I ciclo di istruzione.
Miur (2018). Indicazioni nazionali e nuovi scenari.
Programme
Within the perspective of school inclusion, as promoted by international organizations and Italian legislation, the course will deal with the organization of inclusive education as a fundamental variable to guarantee the quality of processes and fairness in kindergarten and primary school.Specifically, during class, the theoretical and applicative principles that are the basis of the most important learning theories and the most effective didactic models will be proposed, with reference to inclusive education.
The lessons in presence will be proposed both in interactive frontal mode, and through exercises in order to develop in an operational profile the interdependence existing between the pedagogical dimension of inclusion, the theoretical-applicative principles underlying the most important learning theories, and inclusive teaching.
Starting from a reflection about the aims of the discipline, we will analyze the most known and significant models of organization of inclusive education in the contexts of formal education with attention to the models of individualization and personalization of teaching also in relation to the recent contribution provided by evidence-based-education.
Core Documentation
Bocci, F., De Angelis, B., Fregola, C., Olmetti Peja, D., Zona, U. (2016). Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi. Lecce: Pensa Multimedia.Chiappetta Cajola, L.,Traversetti, M. (2017). Metodo di studio e DSA. Strategie didattiche inclusive. Roma: Carocci.
Chiappetta Cajola, L., (2020). Come fare Sostegno a scuola. Teoria e pratica per la didattica inclusiva.
Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.
Miur (2012). Nuove indicazioni nazionali per il curricolo della scuola dell'infanzia e del I ciclo di istruzione.
Miur (2018). Indicazioni nazionali e nuovi scenari.
Reference Bibliography
Canevaro A. (1999) Pedagogia speciale. La riduzione dell'handicap. Milano: Bruno Mondadori. Cottini L. (2018). Didattica speciale e inclusione scolastica. Roma: Carocci. Hattie J. (2016). Apprendimento visibile, insegnamento efficace. Metodi e strategie di successo della ricerca evidence-based. Trento: Erickson. Chiappetta Cajola L., Rizzo A. L. (2016). Musica e inclusione. Teorie e strategie didattiche. Roma: Carocci. Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti. Mitchell, D. (2007). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.Type of delivery of the course
The course is organized in the presence for a 75 hours of lessons (10 CFU). The lessons are organized as follows: - interactive lectures using slides; - laboratory exercises in the classroom.Attendance
The lectures will be conducted in an interactive way and they will involve the methodological use of dialogue in order to enhance the points of view and experiences of students. The workshop exercises involve students in the practical application of the inclusive teaching methods known during the lessons. The teaching materials are offered in the form of slides developed in an open dyslexic format to meet the needs of university students with a specific learning disability. During the lessons, in the presence of students with disabilities, the appropriate methodological precautions foreseen by current legislation will be implemented.Type of evaluation
The exam takes place with a written test, whose passing (with the minimum score of 18/30) allows access to the oral test. The written test will take place in the electronic classroom. The test consists of 60 multiple choice items and will last 60 minutes. To participate in the test, students must also be registered on Formonline and they have to be enrolled in the "Inclusive teaching" discipline of Dr. Rizzo. The duration of the oral interview is The exam takes place with a written test, whose passing (with the minimum score of 18/30) allows access to the oral test. The written test will take place in the electronic classroom. The test consists of 60 multiple choice items and will last 60 minutes. To participate in the test, you must also be registered on Formonline and be enrolled in the "Inclusive teaching" discipline of Dr. Rizzo. The duration of the oral interview is 20 minutes (on average). The evaluation will take into account the relevance and completeness of the contents presented by the candidate and also the linguistic correctness of the presentation. In the presence of students with disabilities or with Specific Learning Disabilities (Dsa), individual needs and the provisions of current legislation are taken into account. Students are reminded to make the online reservation correctly in order to take the exam. To take the exam, students (attending and non-attending) follow the same program. 20 minutes.