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)
(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
The course:
• proposes music therapy as an example of an effective way to promote participation in school and social life;
• highlights the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion;
• offers an overview about the most effective ways to carry out an inclusive lesson.
- Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.
- Michell, D., Sutherlan, D. (2022). Cosa funziona nella didattica speciale e inclusiva. Le strategie basate sull’evidenza. Trento: Erickson.
Programme
In the perspective of school inclusion, as promoted by international bodies and Italian legislation, the course will deal with the organization of special education and special teaching as a fundamental variable to guarantee the quality of inclusive processes in the various contexts of life (family, school, free time, work).The course:
• proposes music therapy as an example of an effective way to promote participation in school and social life;
• highlights the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion;
• offers an overview about the most effective ways to carry out an inclusive lesson.
Core Documentation
- Chiappetta Cajola, L. Traversetti, M. (2017). Metodo di studio e DSA. Strategie didattiche inclusive. Roma: Carocci.- Rizzo A., Lietti M. T. (2013). Musica e DSA. La didattica inclusiva dalla scuola dell'infanzia al conservatorio. Milano: Rugginenti.
- Michell, D., Sutherlan, D. (2022). Cosa funziona nella didattica speciale e inclusiva. Le strategie basate sull’evidenza. Trento: Erickson.
Reference Bibliography
- Chiappetta Cajola, L. (2020). Come fare Sostegno a scuola. Teoria e pratica per la didattica inclusiva. Roma: Anicia. - Calvani, A. (2018). Come fare una lezione inclusiva. Carocci: Roma.Type of delivery of the course
The course allows the achievement of 12 credits. The 12 credits are not divisible and they can be obtained ONLY with a single booking and a single exam. To take the exam it is necessary to carry out ALL the activities provided for in the following three modules: Module 1: teaching of 6 CFU (by Professor Amalia Lavinia Rizzo) Module 2: 3 CFU seminar (by Professor Amalia Lavinia Rizzo) Module 3: 3 CFU laboratory (by Professor Barbara De Angelis). The activities related to Module 1 (teaching) and Module 2 (Seminar) are described below. For Module 3 (laboratory) please refer to the Professor Barbara De Angelis indications. The program of the laboratory activities held by Prof. De Angelis will be presented on 11 October at 12: 00. The practical activities of the laboratory will start on October 18th from 12:00 to 14:00. Module 1 - Teaching (6 ECTS) The course includes 36 hours of lessons: - 18 hours are in presence - 18 hours are online on the formonline platform. The lessons in presence involve the use of slides. Distance learning involves the use of video, recorded material and other teaching materials. The lectures in presence are held in an interactive manner and involve the methodological use of dialogue in order to enhance the views and experiences of students and students. Attendance is not mandatory, but it is strongly recommended. Module 2 - Seminar - 18 hours in presence The seminar involves students and students in the practical application of the methods of inclusive teaching known and learned during the lessons in presence and distance. Attendance is not mandatory, but is strongly recommended. The teaching and seminar hours will take place in the FIRST semester of the academic year. ATTENTION: to take the exam it will be essential to have carried out ALSO the activities planned in the laboratory (See the indications of Prof.ssa De Angelis in GOMP and in formonline)Type of evaluation
EVALUATION METHODS The exam includes a written test, an oral test and a laboratory test. WRITTEN TEST The written test takes place at the computer, at the Telematic Square. The written test will consist of a total of 31 multiple-choice questions (with 4 answer options including only a correct one), relating to the texts in the study programme and the activities carried out online. Multiple choice questions will be evaluated with one point for each correct answer. Points will not be subtracted for wrong answers. Students are invited to check the validity of their credentials for access to the "formonline" platform before the day of the exam to avoid delays in carrying out the same (and of course have them available on the day of the exam). To take the exam, attending and non-attending students follow the same program. ORAL TEST The oral test will be compulsory for those who pass the written test with a vote between 18 and 24 (included). The oral test will be optional for those who pass the test with a mark equal to or greater than 25. To take the exam, attending and non-attending students follow the same program. LABORATORY TEST The performance of the laboratory test is essential to be able to take the written test. The laboratory test must be communicated to Prof.sse De Angelis and Rizzo via the formonline platform at least 10 days before the written test. Precise information will be written on formonline. For the modalities of the laboratory test see the indications of Professor Barbara De Angelis EXAM BOOKING The exam reservation is mandatory and must be made online in the reserved area of the Student Portal by the date established for each appeal. Online booking is essential for a correct record of the exam therefore students without a valid reservation will not be admitted to the exam. In the most attended sessions, students will be divided into shifts that will be communicated on the teacher’s bulletin board at the end of the expiration of the exam booking period. STUDENTS WITH DISABILITIES AND WITH DSA In the presence of students with disabilities or with Specific Learning Disorders (DSA), the individual needs and the provisions of current legislation are taken into account. Students with disabilities and with DSA must contact the teachers at least two weeks before the exam to agree on any changes to the procedure.